an analysis on the generic structure used …...vi abstract hasanah, uswatun. 2011. a thesis: an...
TRANSCRIPT
AN ANALYSIS ON THE GENERIC STRUCTURE USED IN “JOURNEY
TO THE CENTRE OF THE EARTH” BY JULES VERNE AND ITS
POSSIBILITY TO TEACH NARRATIVE TEXTS
A FINAL PROJECT
Submitted to IKIP PGRI Semarang
In Partial Fulfillment of the Requirement
For the Degree of Sarjana in English Language Education
By :
USWATUN HASANAH
06420731
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION
IKIP PGRI SEMARANG
2011
ii
APPROVAL
This thesis entitled An Analysis on the Generic Structure Used in “Journey to the
Centre of the Earth” by Jules Verne and Its Possibility to Teach Narrative Texts is
approved by advisors of English Department of IKIP PGRI Semarang on:
Day :
Date :
Advisor
First Advisor
Ngasbun Egar, S.Pd., M.Pd.NPP.956701118
Second Advisor
Sri Wahyuni, S.Pd., M.Pd.NPP 997201151
iii
RATIFICATION
This thesis entitled An Analysis on the Generic Structure Used in
“Journey to the Centre of the Earth” by Jules Verne and Its Possibility to Teach
Narrative Texts was approved by the team examiners of Department of English
Education, Faculty of language and Art education, Institute of Teacher Training
and Education IKIP PGRI Semarang on:
Day :
Date :
Board of Examiners:
Chairman of FPBS Head of English Department
Dra. Sri Suciati, M.Hum Drs. A. Wiyaka, M.PdNIP. 196503161990032002 NIP.196412261990031002
Team of Examiners:
1. Ngasbun Egar, S.Pd., M.Pd. (………………………)NPP.956701118
2. Sri Wahyuni, S.Pd., M.Pd. (………………………)NPP.997201151
3. Jafar Sodiq, S.Pd., M.Pd. (………………………)NIP.95670117
iv
MOTTO
“Experience is the Best Teacher”
“Islam is My Way”
“Be yourself even you are nobody”
“There is a will there is a way”
v
DEDICATION
The writer dedicated this thesis for:
a. My beloved mother, Marimi and father, Achmad Sutriman. Thanks for all
your sacrifices, love, care, support, and always prays me for my success.
b. My sisters and my brother and their family. Thanks for your support.
c. My beloved causin, Zulfi, Rara, Rama and Ikhsyal. You are very cute and
sweet, I love you kids.
d. My best friends in Hiri 2 no.4 (Evita, Sari, Yeni, Dini, Willy, Cicik, Zazah
and Farida) thanks for your support. I always remember all of you guys.
e. Someone who always make me spirit and strong through my life. Thank
you very much you are be there for me.
f. All of my friends in IKIP PGRI Semarang especially for F class. Don’t
forget me guys.
vi
ABSTRACT
Hasanah, uswatun. 2011. A thesis: An Analysis on the generic structure used in“Journey to the Centre of the Earth” by Jules Verne and its possibility toteach narrative texts. A final project. English Department. Faculty ofLanguage and Art Education. IKIP PGRI Semarang. First advisor isNgasbun Egar, S.Pd., M.Pd. and second advisor is Sri Wahyuni, S.Pd.,M.Pd.
This thesis is conducted the generic structure of the story “Journey to theCentre of the Earth” by Jules Verne along with the elements of the story andpossible use of the story to teach narrative texts. The objectives of the story are (1)to find out the generic structure of the story. (2) to presents the elements of thestory. (3) to analyze the possibility of the story to teach narrative texts.
The method of the research is qualitatively analysis of the generic structureof the story “Journey to the Centre of the Earth” by Jules Verne. To conduct thestudy, the writer took some steps to collecting data. The first step is reading thestory “Journey to the Centre of the Earth” by Jules Verne. The second step islooking for the references supposing her thesis. In this thesis the writer uses somereferences such as browsing internet, translate the story into Indonesian languageto help the writer can understand the story easily. The third step is analyzing thegeneric structure; the elements are found in the story, and make the possibility ofthe story to teach narrative texts.
The result of the analysis showed that the story has good generic structure.It has complicated complication but finally reach good resolution. All elementsare present in the story. The elements of the story are character, theme, setting,point of view, plot, tone, and style. The possibility of the story to teach narrativetexts, the writer uses some methods. There are the types of learning strategy, theactivities of the students to learn narrative texts and analyzing the adverbial phraseand adverbial clause based on the story “Journey to the Centre of the Earth” byJules Verne.
Based on the result of the study, the writer is suggested that the readersand the students should be creative; more read the book to improve theirknowledge, to know the meaning of the story, and also the details of the story.
vii
ACKNOWLEDGEMENTS
First of all, the writer wants to thank to ALLAH SWT for his blessing,
so the writer can finish this thesis on time.
The writer would like to thank those who have helped do all the
activities until finished in writing this thesis with title An Analysis on the Generic
Structure used in “Journey to the Centre of the Earth” by Jules Verne and Its
Possibility to Teach Narrative Texts. In this wonderful time, the special thanks are
extended to:
1. Drs. Muhdi, S.H.,M.Hum as the rector of IKIP PGRI Semarang.
2. Dra. Sri Suciati, M.Hum as the Dean of faculty of Language and Art
Education of IKIP PGRI Semarang.
3. Ngasbun Edgar, S.Pd.,M.Pd. as first advisor.
4. Sri Wahyuni, S.Pd.,M.Pd. as second advisor.
5. All of the lectures of English Department of IKIP PGRI Semarang who had
given the knowledge patiently.
6. My parents and my family who always give the support. Thank for your
support.
Semarang, February, 2011
The writer
viii
TABLE OF CONTENTS
TITLE ....................................................................................................... i
APPROVAL ................................................................................................... ii
RATIFICATION............................................................................................ iii
MOTTO ....................................................................................................... iv
DEDICATION ............................................................................................... v
ABSTACT....................................................................................................... vi
ACKNOWLEDGMENTS ............................................................................. vii
TABLE OF CONTENTS............................................................................... viii
CHAPTER I: INTRODUCTION ................................................................. 1
A. Background of the Study............................................................... 1
B. Reasons for choosing topic ........................................................... 4
C. Statements of the Problem............................................................. 4
D. Objectives of the Study ................................................................. 5
E. Significances of the Study............................................................. 5
F. Definition of the Key Term........................................................... 5
G. Outline of the Thesis ..................................................................... 6
CHAPTER II: REVIEW OF THE RELATED LITERATURE ............... 8
A. Definitions of Novel or Story........................................................ 8
B. Structural Analysis ........................................................................ 9
C. Advantages of Structural Analysis................................................ 9
D. Structural Elements of the Story ................................................... 10
ix
E. Genre and Text Type..................................................................... 15
F. Narrative........................................................................................ 19
G. Generic Structure........................................................................... 21
H. English Texts................................................................................. 24
I. Teaching Narrative Texts .............................................................. 25
J. Teaching Media............................................................................. 26
CHAPTER III: METHOD OF THE RESEARCH..................................... 27
A. Type of the Research..................................................................... 27
B. Subject of the Study ...................................................................... 28
C. Technique of Collecting the Data.................................................. 28
D. Instruments of the Research .......................................................... 29
E. Technique of Data Analysis .......................................................... 29
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ................ 31
A. Research Findings ......................................................................... 31
B. Discussion ..................................................................................... 34
CHAPTER V: CONCLUSIONS AND SUGGESTIONS .......................... 85
A. Conclusions ................................................................................... 85
B. Suggestions.................................................................................... 86
BIBLIOGRAPHY .......................................................................................... 88
APPENDIXES ................................................................................................ 89
1
CHAPTER I
INTRODUCTION
.
A. Background of the Study
Literature is writing which expresses and communicates thought,
feeling, and attitudes toward life. Literature contains the whole way of life,
such as moral, love, passion and human life. According to Rees (1973:1-
2), literature has an ambiguous meaning. He mentions that the world
literature has two meanings. They are in the broad sense and in the narrow
sense. The broad sense means anything which is written (newspaper,
catalogue, travel brochures, and advertisement, and etc). On the other hand
literature in the narrow sense means writing which expresses the writer’s
feeling, attitudes, thought and ideas about life (novel short stories, play and
etc). In this kind of literature, the author wants to communicate with
readers about feeling, not fact, her emotions, not information. To
understand the author thoughts, feeling or idea, we have to read their work
first. It is because reading is one of the language skills that hold a very
important role in our lives. By reading more we get many advantages. We
can get knowledge, experience, and pleasure from reading literature.
Reading literature can give us pleasure, information, and
knowledge. We can also learn about language. When we read a literary
work, especially novel or story we will probably find many words,
expressions or idioms that seem to be new for us and we have to learn
2
them all and then this will make us understand more of the correct uses of
language and we will more accurate in choosing good words and the style of
language for writing the story. Novel or story has become the most popular
and familiar literary works. It teaches us about knowledge of life and
appreciates others. It also gives us information about the structures of it.
People use utterance to convey information and to lead each other
toward an interpretation of meaning. In communication, there will be
consist of at least two people who make an interaction. In the interaction
there is no impossibility of people to send message as much as they want.
The massage in daily communication will give a great influence of the
story we used. When we want to present factual information, for example,
the text we use is “information”. Meanwhile, if we want to tell story, we
can retell of novel, short story. The text we might use is “Narrative”. A
narrative here is kind of text, which tells about event, or accuracies, which
can make the readers feel that is real ( Keraf, 1994 : 135 ).
Narrative texts have generic structure as follows:
a. Orientation : set the scene and introduce the participants
b. Evaluation : a stepping back to evaluate the plight
c. Complication : a crisis arises
d. Resolution : the crisis is resolved, for better or worse
e. Re-orientation (coda) : optional
3
Curriculum of English in Junior High School and Senior High
School is school based curriculum. It is an operational curriculum which is
planned and done by every school. This new curriculum states that the
teacher is facilitator whiles the students is as a negotiator. In English
teaching, learning to communicate in English need support from target
language. In learning English, there are four skills as follows:
a. Reading skill : the students can understand some passages of
English and enrich vocabulary and experience of English structure.
b. Listening skill : the students can find theme of detail information
from short passage.
c. Speaking skill : the students can use English oral speech to express
ideas and thought.
d. Writing skill : the students can make simple writing or paragraph
and make official and personal letter.
Genre is used in teaching and learning process to develop the
readers and students’ skill. There are many kinds o genre. There are
Description, Report, Explanation, Discussion, procedure, Narrative, Spoof,
Recount, Anecdote, News item, Exposition (analytical), and Exposition
(hortatory). One of genre which is discussed in the story “Journey to the
centre of the earth” is narrative.
4
B. Reasons for Choosing the Topic
The writer chooses the topic because of the following reasons:
1. Generic structure is an important factor in arranging the sequence
of story because it gives different characteristic among text types.
2. Narrative story is chosen as topic because it is an interesting topic,
which everyone gets in the past.
3. English is such a useful language that people learn it. As foreign
language include the reinforcement, language development,
learning style, and most importantly, actually English is quite easy
to learn.
4. To identify and understand the constructions of the generic
structure and language feature of the text
C. Statements of the Problem
After discussing the general background and the reason for
choosing the topic, the writer formulates the following problem
statements:
1. What is the generic structure of the story “Journey to the centre of the
earth”?
2. What are elements found in the story “Journey to the centre of the
earth”?
3. How is the possibility of the story of “Journey to the centre of the
earth” to teach narrative texts?
5
D. Objectives of the Study
The writer conducts these objectives of the study as follows:
1. To find out the generic structure of the story “Journey to the Centre
of the Earth”.
2. To present the elements are found in the story “.Journey to the
Centre of the Earth”.
3. To know the possibility of the story to teach narrative texts.
E. Significance of the Study
The story of “Journey to the Centre of the Earth” can be used for
developing the study of literature at the English department of IKIP PGRI
Semarang. It will give students a large number of new vocabularies that
will improve student’s language and also improve their writing and
reading skill. It can be used for readers to help them understanding the
generic structure of the story easily.
F. Definition of the Key Terms
To avoid the wrong meaning about the main problem, the writer
feel that is necessary to give the definition and explaining for some
important words used in the title.
6
1. Analysis
Analysis is the study of something by examining its parts
and their relationship (Hornsby, 1995:38). In the study, the writer
limits the analysis on the generic structure of narrative text.
2. Generic Structure
Generic structure of the text is “the overall structure or
organization of a text”. Analysis of generic structure is of value for
more strategic, purpose-driven genres. In the other words, it
contributes to the process of power striving (Hornsby, 1995: 1233)
A generic structure means structure in texts, which usually
used by learners in target language (Hornsby, 1995: 1234)
3. Narrative Text
Narrative is kind of text, which tells about event, and can
make the readers feel that is real (Keraf, 1994:135). Text is written
form of a speech, a play, an article any form of written material
(Hornsby, 1995:123). So, it tells about event and can make the
readers feel that is real.
G. Outline of the Thesis
In accomplishing the final product of the study, the following
chapters will be developed:
Chapter 1 Presents the general background of the study. It is also
accomplishes reason for choosing topic, statements of the
7
problem, objectives of the study, significances of the
study, operational definition of the key terms, and
organization of the thesis.
Chapter II Reviews of related literature on the following: story or novel,
structural analysis population, the advantages of structural
analysis, the structural element of the story, narrative,
genre and text type, and generic structure of narrative text.
Each is comprehensively as the basis of the research. The
discussion of generic structure of narrative text is
presented in this chapter.
Chapter III Methodology of the research consist of type of the research,
subject of the study, technique of collecting data,
instruments/data source, technique of data analysis
Chapter IV Research finding and discussion consist of biography of the
author, the Synopsis of the story, the elements of the story
(character, theme, setting, point of view, plot), the generic
structure and language feature of the story, the story is
possibility to teach narrative texts
Chapter V Conclusion and suggestion
8
CHAPTER II
REVIEW OF THE RELATED LITERATURE
A. Definition of Novel or Story
Literature can be divided into three categories: phrase or fiction,
drama or plays and poetry or poems. As a branch of literature, novel or
story has a close relationship to human life. By reading a novel, we can get
an enjoyment and pleasure. From the story and the characters of the story,
we will find many problems about human life and it can give us a deeper
understanding about this life. Novel or story is lengthy fictitious prose
narrative portraying characters and presenting an organized series of
events and setting.
The content of novel or story maybe different according to its
writer. First, it may contain a long span of life or a reflection or real life
according to the author’s background and experience. Reeve in Kennedy
(1991:213) states that the novel is a picture of life and manners and of the
time in which it was written. Second, the content of the novel or story is a
fictitious work. It means that its story comes from the author’s original
ideas and not taken from the real events or something that really happens
to someone’s life. Although it’s just an imagined one, it may really
happen. By reading a novel or story, we can get more information, passing
the time and also enjoying the content of it. Besides, we can also study
about cultural background of the other countries, the author’s ideas, moral
9
values and language to appear well educated, to pass examination or
simply to enjoy them.
B. Structural Analysis
A story is built from several elements that formed a unity and
totality called intrinsic structure of novel or story. The elements are not
separated, they work together to build a good story, they are not
independent but always make interaction (Sudjiman, 1992:40).
As a story is structurally built from several dependent elements, a
structural approach is applied to research and to have deep understanding
of the work. The aim of structural analysis is to expose and analyze the
relationship among the elements and aspect of literary work to get an
integrated meaning. If we want to appreciate it, we have to make an
analysis, to know about the character, plot, setting, point of view, and style
etc of the novel.
C. The advantages of Structural analysis
There are some advantages that can be gained from using structural
analysis as one of the methods in approaching literary work. The
advantages can be stated as follows:
1. Structural analysis is a scientific approach to literary work, which has
objectivity accuracy, and unconcerned attitude ( Wellek and
Warren,1989:4). Through structural analysis we can analyze the
10
structural elements integrally. Thus, it is reasonable to apply structural
analysis to have certain good result considering to the world of
scientific work.
2. The result of this analysis are surely comprehensible since understand
observe release themselves from the other method and technique such
as psychology, history, and sociology (Teeuw,1984:61)
D. Structural Elements of the story
Reading a story will give the readers fun since they will understand
other’s lives. We should analyze the first element of the story. They are
characterization, theme, plot, setting, style, and point of view. Through
these elements, we will understand the story as thoroughly, accurately and
precisely as possible and also we will be able to know the strength of the
story. To get a better understanding about the elements of the story, the
writer would like to discuss the description of each element below.
a. Character
In reading fiction the reader’s eyes will be opened to the
complexity of human nature. According to Abrams (1981:21) a
character is the person presented in a dramatic/narrative work, who is
interpreted by the readers as being endowed with a moral and
dispositional qualities, that ere expressed I what they say, the dialogue,
and what they do, the actions. Analyzing character in the novel means
that one tries to know the characteristic of the characters. Characterize
11
a character one should know three dimensions as its main structure,
namely: physiological dimension, something about the physical
condition of the character is discussed for example: sex, physical
defect, figure, feature, etc. character simply means the people told in
the story and created by the author. We form our opinions of the
characters from their appearance, their physical actions, and their
speeches and also from what other characters think and say about
them. Kennedy (1983:45) defines a character as an imaged person who
inhabits a story.
Character can be distinguished into major and minor character
(Kennedy, 1991:19-48). The major or the main character is the most
important character might only distract us from the main characters.
Sudjiman (1992:20) distinguishes character according to the
performance of the figures in the story into flat character and round
character. Flat characters are those who embody/represent a single
characteristic/idea/very limited number of such qualities. While round
characters are complex in the temperament and motivation. They are
represented by subtle particularly. We are able to judge the people’s
character by their appearance, physical attitude, intelligent, way of
thinking and talking, and what others say about them.
In fiction, character to be similar to the people in life. If the
story seems “true to life” we generally find that its character act in a
reasonably consistent manner and the author has provided them with
12
motivation sufficient reason to behave as they do. Character must
attend to the relationship between characters and the story as a whole.
That is, character must be considered as part of the story’s internal
structure. Characters behave nearly always in a predictable fashion and
their actions ought to be consistent with their personalities.
b. Theme
Theme in literature is often regarded as the author’s way to
communicate and share ideas, perceptions, and feelings with the
readers. It can be said that the theme is what the author intends to tell
the readers. We can understand the content of the story if w know the
theme of the story. The theme of the story is whatever general
idea/insight the entire story reveals according to Kenedy (1983:103).
Theme in literary fiction, need not to be a moral message. It may be
what the happenings add up to, what story is about. In such
commercial entertainment, a theme is like a length of rope with which
the writer, patently and mechanically, trusses the story neatly into
meaningful shape.
Theme is the center, the meaning force, the principle of unity.
A theme is something other than the characters and events of the story.
By theme we mean the necessary implications of the whole story,
Kenneys (1966:85) says about the theme of the stiry is not identical
with the illustration of stories. He underlines that we should not fall
into the error of regarding the story as the illustration in any number of
13
other ways. This kind of thinking leads to belief that the details of
which the story is made up and the precise arrangement of those details
are important only as illustration of something else, i.e. the hidden
meaning.
c. Plot
Plot is the soul of a story, it is an action, and it is life, the
outline of the story, the arrangement of important events in the story
and the main events that determine the destiny of the characters.
Kenney (1966:13) says that plot reveal events to us not only in their
temporal but also n their casual relationships. Plot make us aware of
events not merely as elements in a temporal series but also as an
intricate pattern of cause and effect.
Sudjiman (1992:31) defines that plot is a sequence of events
that build up a story. Plot is an important element in building up the
story to have a full meaning. Even it can be presented in a variety of
orders. A chronological arrangement begins with what happens first
until the last incident is related.
d. Setting
Setting is the element of fiction which reveal to us the time of
events, where and when the events is happened. According to
Sudjiman (1992:44) distinguishes setting into social setting and
physical or material setting. Social setting is the condition of people
and their social groups, culture, way of life, and language which draws
14
the story. While physical or material setting is physical place, such as
building, land, and territorial places.
The setting is there to reinforce the sense of realism. It also
suggests the mood and atmosphere in which the story can take place in
both indoors and outdoors. The choices of the location are important
because it is tied up with what you want to say.
a. A story occurs influences conflict
b. Setting is related to theme
c. Setting defines the character (s)
e. Style
Style is the writer’s way of using language by which the writer
controls and influences the reader. The style is usually confined in the
elements of language, such as: words, diction, syntax, punctuation, etc.
style is the author’s words and characteristic ways that the writer uses
the resources of language to achieve certain affects.
f. Point of View
Point of view is the angle from which the events are seen or
narrated from the outside, from inside, from above/below. Hudson in
Sudjiman (1922:74) defines that point of view is the meaning of an
author’s thought or idea arranged in a work. A writer clarrifies and
distinguishes point of view according to the writer personal way of
presenting it in the story into:
15
a. Author Participant
The author uses the first person pronoun to tell whatever
happens to the writer and expresses the writer own feeling using
own words.
b. Author observant
The author uses the minor character point of view. The author
simply describes what happens, gives nothing of the past. The
author is never inside the mind of the characters.
c. Author Omniscient
The author comes on as knowing everything and everybody
and also tells the reader, the thought of some characters.
E. Genre and Text Type of the Texts
The term “genre” has been used for many years to refer and
different the styles of literally discourse such as sonnets, tragedies, and
romances Nunan (1993 cited in Murman 2004:52)
A genre is defined as category assigned on the basis of external
criteria such as intended audience, purpose, and activity type, which is it
refers to a conventional, culturally recognized grouping of texts based on
properties other than lexical or grammatical (co-) occurrence features,
which are, instead, the internal (linguistic) criteria forming the basis of text
typed categories. However, we have known the term of genre above, we
usually think that the genre has the same meaning with text type. As genre
16
is the particular text type and has the purpose, we usually conclude that it
has two main category i.e. literally and factual, but if we look forward, we
will find the significant differences between them.
The distinction between genre and text type, therefore, the main
thing to remember here is what the two different approaches to
classification mean for texts and their categorization. In theory, two texts
may belong to the same text type even though they may come from two
different genre because they have some similarities in linguistic form (e.g.
biographies and stories are similar in terms of some typically “past tense,
third person narrative” linguistic feature). This highly resisted use of text
type is an attempt to account for variation within and across genres.
As can be seen, genre is probably mostly used as the basic thing of
what we think for the first time in arranging in the written text. The genre
is kind of text which each text has the social function, linguistic feature
and generic structure.
1. Social Function
The social function of narrative text is to amuse, entertain, and to
deal with actual or vivacious experience in different ways.
2. Linguistic Feature
In each text has its own linguistic feature, which it gives the
different type of text. In linguistic feature consist of how the language,
words, time, conjunction and so on that used in each genre. The mastery
of the text is extremely important for students in reading and writing
17
skills. It is important to know what contains of the text. In
understanding narrative text, the readers can pay a special attention to
the significant features of the text below are several significant features
of narrative text.
a. Characters, setting and action are described in details
b. Using adjective and adverbs
c. Using of past tense with the possibility of using present and future
tense in the dialogue
d. Using material process
e. Using time and sequence
f. It can be told in the perspective of first person/third person
3. Generic Structure
A text is organized in term of text structure potential, e.g.
opening of the text, body of the text, and closing of the text. Different
texts employ different texts structure. Text structures are mainly
realized by making use of conjunctions. Conjunctions are used to
scaffold the text. Conjunctions also show the logic of the text through
which it is organized
There are two main categories of text. They are literary and
factual within these are various text types. Each text type has a
common and usual way of using language (Anderson and Kathy
Anderson, 1997:1-3).
18
a. Literary text
Literary text is a text that appeals to our emotions and
imaginations. Literary text can make laugh or cry, think about our
own life or consider our beliefs. Literary texts include aboriginal
dreaming stories, movie, scripts, limericks, fairy tales, plays,
novels, song lyrics, mimes and soap operas. Media texts such as
films, videos, television, and shows can also fall in the category:
narrative, poetic, and dramatic.
1. Narrative text types
It is text types that tell a story using spoken or written
language. It can communicated using radio, television, books,
newspapers, and computer files. Narrative is usually told by a
story teller. This person gives her/his point of view to the
audience and determines the order in which the event of the
story will be told.
2. Poetic text types
It is the text types express feeling in impression of life. A
poem can tell a story of give poet’s view of people and events.
Poems can have a structure such as rhyming the last word of
the lines or using a certain number of lines. Some examples of
poetic texts are ballad, haiku, limericks, song lyrics.
19
3. Dramatic text types
It is text types that use acting to communicate ideas and
experiences. Dramas can be spoken or written. They often use
visual such as facial expression, customers and sets to help
communicate meaning. Some examples of dramatic texts are
films, scripts, stage plays, improvisations, street theatre.
b. Factual texts
Factual text is a text that presents information or ideas and
aim to show, tell or persuade the audience. These texts include
advertisements, announcements, internet web sites, current affairs
shows, debates, recipes, reports, and instructions. The main text
types in the category are narrative, recount, report, discussion,
explanation, anecdote, procedure, description, review.
F. Narrative
A person spends several hours a day for telling, experiencing,
viewing, and listening to the stories. Some of these stories are about events
that actually occurred, whereas others are about events in hypothetical
worlds. Most stories have themes that convey gems of wisdom in a culture
or humorous commentaries about life. Narrative is very easy to
comprehend and to remember compared to other genres of discourse (e.g.
exposition, persuasion, description). Narrative text tells a story that
involves the basic story structure elements of setting, character,
20
problem/goal, events to solve the problem of reach the goal, and
resolution. This is the basic story structure for all well-written narrative
text.
Narrative is writing that tells story. The story maybe factual, it may
be imaginary, or it may be a combination of fact and imagination but in
any case, the chief characteristic of narrative is that depicts a series of
events, usually in chronological order. From the statement, we can
conclude that a well-written story lets the reader response to some event in
our life as if it were their own. They not only understand the event, but
also they can almost feel the scene and make it happen for them. Further,
narrative is the most proper written communication to communicate each
other. As defined by Mayer (2005:52) that narration is one of the most
powerful ways of communicating with other. A narrative story could fall
into one of the following genres: thrillers, crime, detective science fiction,
fantasy, mystery, horror, comedy, folktale, romance, legend, fairy tale, the
literary novel, fiction, children’s story, and fable.
Narrative divided into two groups, they are:
1. Expository
The objective of this narration is arising the readers’ ideas to
know what is told. The aims of this narration are increasing the
knowledge of the reader after reading the story, giving information
about event and the language is informative.
21
2. Suggestive narration
The objective of his narration is not to increasing the readers’
knowledge but to give meaningful events as their experience. The
aim of this narration are giving meaningful event, arising reader
imagination, the logic just for an instrument to conveying and the
language is figurative.
G. Generic Structure
Generic structure of text is “the overall structure or organization of
a text”. The generic structure analysis is of value for more strategic,
purpose-driven genres. In other words, it contributes to the process of
power striving (Hornsby, 1995:1233).
In addition, generic structure means affecting all or the most place or thing
(Hornsby, 1995:491). Manser (1995:412) states way in which the parts of
the sentence are put together. So, generic structure means structure in the
text, which is usually used by learner in language. All language in the
world pass their rules in order to meaningful, regular, more precious and
nicer to be heard and pronounced. With rules the language’s usage usually
will also be controlled in communication. Like other languages both
English and Indonesia have their own rule.
People usually speak using their generic structural language
spontaneously because of their habit in communication. They just speak it
directly, but it has other problem in written text. They have to write proper
22
generic structure to get the aim of language as states above. In the
background has been stated that when we want to present factual
information, for example, the text type we use is “information”.
Meanwhile, if we want to tell story as means of making sense of event and
happening in the world, the text type we used is narrative. This type of the
text has its own certain generic structure in the arrangement of the text. as
states Gerot and Wignell (1994: 204-205) the certain generic structure of
narrative text as follows:
1. Orientation: set the scene and introduce the participants
In this part, the narrator introduces to the readers what he or she
wants to tell the issue of the text. In this level, the readers are
introduced by the writer the character of the story. By reading the
orientation of the text, the readers will understand first the context of
the text.
2. Evaluation : a stepping back to evaluate the plight
It contains the narrative begin, generally, if the time of place the
story is not mentioned in the orientation, it tells about the time and the
place of event being storied. It also introduces the readers to the
characters act the story.
3. Complication : a crisis arises
It is the climax in the middle of the story. The complication also
called problem. It makes the story more interesting because the main
character is prevented to reach the writer wants. Complication is the
23
description of real life and tells the readers that every issues or
problems can be solved.
4. Resolution : the crisis is resolved, for better or worse.
It tells the problem can be solved. It also called problem
solving, at the end of the story, happy ending or sad ending.
5. Re-orientation (coda): Optional
It tells what the story has told. It also tells the moral value to the
readers (students). Those elements above must exist in narrative text,
but sometimes, there are may be flashback as complement. It gives the
readers more explanation in order to make the story more clear and
understandable.
In junior high school English Curriculum is explained only three
main parts of generic structure of narrative text. They are: Orientation,
complication, and resolution.
a. Orientation : It tells about setting in time and place, and
characters.
b.Complication (s) : it tells about the problem (s) to be solved by
the characters
c. Resolution : it describes the solution of the complication(s)
and gives an ending of the story
24
H. English Texts
English was taught and used as a medium of instruction in the
elementary school, high school as well as the university. English has been
taught as a first foreign language in our country. English is considered as
the first foreign language to be thought in our school. The government has
chosen English as the first foreign language to be thought in our schools,
this is simply for the reason that we recognize the important role it plays
in the international world (Ramelan, 1991:2-3).
English texts make the students improve their language skill and
able to rich the vocabulary. It is also make them understand the English
words, learn to read English so they can read and pronounce it fluently.
One of the reasons why linguistics is important for language
teaching is that the relationship of the two can be likened to the
knowledge of engine and driving a car so that he can drive it more easily
and know how to overcome some engine trouble in case he has to face it.
In the same way it will be better if a language teacher has some
knowledge about the characteristics of language in general and the
particular language he is teaching, for instance, how language works and
expresses meaning and what structures are used in that particular language
(Ramelan,1991:4-5).
25
I. Teaching narrative Texts
Narrative is one kind of genre. Narration is thought to be the most
universal genre, because all structures have storytelling edition (Evelyn
Hatch, 1992:165). The examples of narrative are: novel, story, fairy tale,
etc. In the teaching and learning process, there are three related items:
teacher, students, and material cannot be separated one to others.
Teaching narrative can be like teaching writing and reading. The teacher
has to use proper material to teach narrative like teaching reading
comprehension or writing. In the teaching reading there are some
methods:
1. Reading material’s selection
Selection should be made of practical or useful reading materials.
The beginning lesson must not consist of books which are not so
interesting for the students and the learners must not be confused by
the complexity of the structure and vocabulary.
2. Vocabulary
The choice of vocabulary has to easy to understand and should
not be too many new words.
3. Grammar
Besides teaching reading, narrative also can be teaching like
writing. In the teaching writing there are methods:
a. Content : the substance of the writing idea is expressed
b. Form : the organization of the content
c. Grammar : the employment grammatical forms and pattern
26
d. Style : the choice of structure and lexical items to give a
particular tone or flavor to the writing
The students have to understand the paragraph as a group of
sentences in the line of the written paragraph. Paragraph is not only simple
as collection of sentences but they must be well organized. A good
paragraph has to consist of topic sentences, supporting sentences, and
concluding sentences. In the narrative texts also have orientation,
complication, and resolution sentences.
J. Teaching Media
Teaching media is a way to teach the lesson using various way to
interest the students and make the students more easy to understand the
lesson. Media are kinds of substance that are taught by teacher during
teaching learning process to support the presentation of the lesson by
emphasizing the use of the students’ visual sense. Then the media will be
helpful to support the presentation of the lesson during teaching learning
process. So the students can accept the lesson fast.
The teacher has very important position to be the leader of the
class in teaching learning process. Teacher has to select the most suitable
way in giving such explanation whether it is easier for the students to catch
the material given. One of the functions in using media is to help the
students to become more active in the learning process. In order to reach
the target, the teacher should know the best way to choose an appropriate
media which is suitable to the conditions.
27
CHAPTER III
METHOD OF THE RESEARCH
A. Type of the Research
Type of this research is descriptive qualitative research, because
there are no calculations in analyzing the data. As stated by Moloeng
(1983:3) that qualitative research is when the data are the form of written
or oral word descriptively analyzed. Descriptive qualitative method is
researches that are not presented in digits or statististic but it yield the
data and the result in the form of description (Bodgon and taylor in
aminuddin editor, 1990:14).
This study is aimed at describing the story “Journey to the Centre
of the Earth” by Jules Verne. The type of the research is library research.
This research uses verbal information and does not use amount, number,
or scale as in quantitative research. The data in the research is analyzed
in words or sentences only. A qualitative research refers to the meaning,
definition, characteristic, metaphors, symbols, descriptions things.
In this research the writer just describes the generic structure of the
story and its possibility to teach narrative. So there is no calculation in
analyzing the data. In research works, both qualitative need the
instrument commonly research uses library research. Especially on this
research, the research uses text and own as instruments.
28
B. Subject of the Study
The subject of this study is story “Journey to the centre of the
earth” by Jules Verne. The writer will discuss the generic structure of the
story and its possibility to teach narrative. The writer will analyze the
generic structure of the story “Journey to the Centre of the Earth” and the
possibility to teach narrative texts.
C. Technique of Collecting the Data
In writing this proposal, the writer uses several data. The source of
data is the story “Journey to the Centre of the Earth” by Jules Verne. The
writer gets the data from many sources. The data gets from some
sources, they are:
1. Reading the story
2. Looking at the internet
3. Translate the story into Indonesian to help understanding easily.
The writer also divides the data into two types. There are primary
data and second data. The method of collecting data is documentation.
The secondary data was found some references and books which are
related to the subject matter.
This procedure involves several steps. The second step is finding
the elements in the story “Journey to the Centre of the Earth”, finding the
generic structure of the story and its possibility to teach narrative. Finally
29
the writer attempts to find out some references, collecting references and
text books.
The steps which have done the writer in the research are:
a. Read the story with detail
b. Make the big line and the point of the story
c. Make the summary of the story
d. Write the generic structure of the story
e. Classify the element of the story
f. Make the point for possibility to teach narrative
D. Instrument of the Research
. The method of the research is analyzing the subject of the
research. Most of information was gathered from Jules Verne’s story, the
result of the story analysis. Most of activities were done by reading and
collecting as much information as possible to find the subject matter
about the story. The instrument also get from the analyzing the
possibility of the story “Journey to the Centre of the Earth” to teach
narrative texts.
E. Technique of Data Analysis
This thesis, the writer uses descriptive method for analyzing the
novel. So the data cannot be expressed in number but in sentences. In
30
this research the writer analyze the data with the processed the data
according to the following steps:
1. Analyze the generic structure of the story.
The writer explains the orientation of the story, the
complication, the climax, and the resolution of the story “Journey
to the Centre of the Earth” and the writer also analyzes the
linguistic features of the story.
2. Analyze the elements of the story and explaining them one by
one.
The writer explain the characters, the setting, theme plot,
the style, the point of view of the story “Journey to the Centre of
the Earth”
3. Explaining the possibility of the story to teach narrative texts.
The writer explains the possibility of the story to teach
narrative texts and using some media to help the teaching and
learning process.
31
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents the discussion of the statements of the problems and
objectivities. I describe and analyze the generic structure of the story “Journey to
the Centre of the Earth”, describe the elements are found in the story, and make
some possibility of the story to teach narrative texts.
I. Research Findings
A. Generic Structure and Linguistic Feature of the story “Journey of the
Centre of the earth”
1. Generic Structure of the story “Journey to the Centre of the Earth”
Generic structure of text is “the overall structure or organization of
a text”. The generic structure analysis is of value for more strategic,
purpose-driven genres. The generic structure of narrative texts are:
Orientation, Complication, and Resolution.
a. Orientation
The orientation of the story told in chapter 1-7. It tells and
introduces the character and the characteristics of the story. There
is Prof. Lidenbrock, Axel, Hans, Grauben, Martha, etc. it also tells
about the place and time of the story. It can answer who, when, or
where.
32
b. Complication
1) Axel wants to go back because there was no water and he
feel hopeless, he think that they will die. He didn’t want to
continue the journey and he asked his companions to leave
him alone. But the companions didn’t want to leave him and
still keep spirit continues the journey. The writer sure that
they will not die and had no wish to die.
2) Axel realized that he was lost and separated from his
companions, Prof. Lidenbrock and Hans. He tried to look
for him and shouter but there is nobody can hear him. He
felt very hungry and thirsty. And suddenly he felt
everything around him was so dark and he fell on the floor
and fainted.
3) When they have sailed in the middle of sea suddenly they
get a storm and they tried to save their life. They keep not to
thrown from the raft into the sea. There is a ball of fire
appeared on the raft, the mast is destroyed and the storm
brought them comeback to the island.
4) Prof. Lidenbrock was extremely mad because the storm
brought them comeback to the same island. Then they have
to repeat their journey from the early point. In the island
they found a bone of gigantic animals, human body, and the
trunk of an enormous tree, stood of human being.
33
5) The travelers continue to explore the coastline, and find a
passageway marked by Saknussemm as the way ahead.
However, it is blocked by what appears to be a recent cave-
in and the three despair at being unable to hack their way
through the granite wall. The adventurers plan to blast the
rock with gun cotton and paddle out to sea to escape the
blast. Upon executing the plan, however, they discover that
behind the rock fall was a seemingly bottomless pit, not a
passage to the center of the earth. The travelers are swept
away as the sea rushes into the large open gap in the
ground.
6) After spending hours being swept along at lightning speeds
by the water, the raft ends up inside a large volcanic
chimney filling with water and magma. Terrified, the three
are rushed upwards, through stifling heat, and are ejected
onto the surface from a side-vent of a volcano. When they
regain consciousness, they discover that they have been
ejected from the active volcano on the Isle of Stromboli
c. Resolution
They return to Hamburg to great acclaim Professor
Lidenbrock is hailed as one of the great scientists of history,
Axel marries his sweetheart Gräuben, and Hans eventually
34
returns to his peaceful life in Iceland. The Professor has some
regret that their journey was cut short.
2. Language Features
a. Focus on specific participants
1) Professor Lidenbrock
2) Axel
b. Use of past tense
1) Chapter 1a) Thoughtb) Returnedc) Leftd) Attendede) Waitedf) Examined, etc.
2) Chapter 2a) Beganb) Finishedc) Comparedd) Engagede) Decided, etc.
3) Chapter 3a) Lookedb) Workedc) Unansweredd) Wokee) Distressed, etc.
4) Chapter 4a) Wishedb) Feltc) Convincedd) Remainede) Expectedf) Refusedg) Slept, etc.
35
5) Chapter 5a) Admittedb) Realizedc) Couldd) Delightede) Promisedf) Learnedg) Fixed, etc
6) Chapter 6a) Gleamedb) Coldc) Traveledd) Greetede) Persuadedf) Openedg) Bumpedh) Consisted, etc.
7) Chapter 7a) Sharedb) Atec) Enteredd) Burdenede) Trembledf) Rained, etc.
8) Chapter 8a) Encounteredb) Ashamedc) Pulledd) Shapede) Demonstrated, etc
9) Chapter 9a) Lookedb) Movedc) Askedd) Convincede) Hurried, etc.
10) Chapter 10a) Foldedb) Mutteredc) Gazedd) Excited
36
e) Abandonedf) Relieved, etc.
11) Chapter 11a) Occurredb) Seizedc) Restoredd) Buriede) Ledf) Cheered
12) Chapter 12a) Regainedb) Openedc) Savedd) Carpetede) Hadf) Curved
13) Chapter 13a) Enabledb) Associatedc) Sailedd) Uninhabitede) Interested
14) Chapter 14a) Changedb) Touchedc) Shruggedd) Leapede) Carried
15) Chapter 15a) Tookb) Escapedc) Motionedd) Tramplede) Placedf) Brought
16) Chapter 16a) Tracedb) Rejoinedc) Concludedd) Headed
37
e) Reducedf) Blockedg) Begged
17) Chapter 17a) Managedb) Providedc) Didd) Darede) Happened
18) Chapter 18a) Bruisedb) Chatteredc) Thankedd) Torturede) Clothedf) Ran
19) Chapter 19a) Namedb) Landedc) Becamed) Reversede) Pointedf) Magnetized
c. Use of material process (action verb)
Chapter 1
1) Cook
The dinner was only just beginning to cook on the kitchen
stove (p.1 L.5)
2) Eat
He’ll want eat immediately. (p.1 L.7)
3) Prepare
I was preparing to retreat to my little room upstairs. (p.1
L.20)
38
4) Throw
On his way he had found time to throw his stick into a
corner. (p.1 L.24)
5) Studying
I never felt bored when studying my precious pebbles. (p.3
L.8)
6) Planted and Pull
In April, after he had planted seed in the pots in his sitting
room, he would pull them by leaves every morning. (P.3
L.12-14)
7) Opening and Shutting
While saying this, my uncle kept opening and shutting the
old book. (P.4 L.3-4)
8) Ran and Sitting
I ran after her and found myself sitting in my usual plate in
the dining room. (p.5 L. 13-14)
Chapter 2
1) Took
The professor took the book and the parchment and
compared them. (p.7 L. 13-14)
2) Read
To read the sentence which you have just written, all I need
to do is to take the first letter of each word. (p. 10 L. 2-3)
39
3) Work
I started work, labeling and arranging some stone that had
recently been sent to us (p.11 L. 27-29)
4) Help
I could not help thinking about the old document. (p.11
L.30)
5) Dropped
I then dropped into old armchair and lit my pipe. (P.11
L.33-34)
6) Grouping
I tried grouping these letters together to form words (P.12
L.18)
7) Discovered
I had discovered the secret of the cryptogram (P.12 L.32-
33)
8) Found
He found out about a journey of this sort. (P.13 L.15-16)
9) Go and Take
He would go and take me with him. (P.13 L.17-18)
Chapter 3
1) PutI only just had time to put the document back on the table.
(P.14 L.1)
40
2) Leave
Martha wants to leave the house. (P.15 L.6)
3) Watched
I watched every moment he made. (P.14 L.7)
4) Worked
My uncle worked without a word and without raising his
head. (P.14 L.10)
5) Jumped
My uncle jumped as if he had received an electric shock.
(P.17 L.11)
6) Woke
I woke the next morning; my uncle was still at work. (P.14
L.20)
Chapter 4
1) Leaving
Leaving me in a sort of fever. (P.22 L.1)
2) Slept`I’ve slept badly and had a nightmare. (P.22 L.15)
3) WalkedWe walked about a hundred meters without speaking. (P.22
L.30)
4) Pushing
She was pushing me into it. (P.23 L.16)
41
5) Made
The Professor made no mention of our reason for coming
to Iceland. (P.28 L.4)
Chapter 5
1) Moved
The boat moved off and within an hour. (P.28 L.24)
2) Carrying
The Valkyrie was carrying coal household equipment,
pottery woolen garments. (P.29 L.2)
3) Went
I went out and roamed about aimlessly. (P.33 L.6)
4) Give
You say give me an idea (P.33 L.6)
5) Climb
We shall try to climb that mountain. (P.33 L.7)
6) Accept
The one was ready to accept what he was offered. (P.34
L.33)
7) Catch
The Icelandic hunter can catch these birds without much
difficulty. (P.34 L.29)
8) Dressed
I dressed quickly and went down. (P. )
42
Chapter 6
1) Chose
Our horses always chose the best way to go without everslowing their pace. (P.37 L.11)
2) Came in
We came in, the host, as if he had not seen us before. (P.38L.11)
3) Persuaded
My uncle persuaded him with some difficulty to acceptsome money. (P.39 L.1)
4) Journeyed
The next day we journeyed through the same sandlandscape. (P.39 L.14)
5) Stayed
The house we stayed in was a simple low built cabin. (P.39L.28)
6) WaitingHans was waiting for us with his companions. (P.41 L.4)
Chapter 7
1) DisappearHe disappeared behind huge rocks and for a moment waslost from sight. (P.41 L.16-17)
2) Ate
My uncle hurriedly to get on faster. (P.41 L.23)
3) Driving
The wind was driving it against the side of Sneffel. (P.42
L.33)
43
4) Poured
The sun poured its rays into the crater. (P.46 L.16)
Chapter 8
1) Treating
Hans was treating the adventures so calmly. (P.47 L.7)
2) Opened
We opened the bag of previsions. (P.49 L.8)
3) Lead
My uncle leading the way. (P.49 L.31)
4) Spread
Hans spreads out some food. (P.50 L.12)
Chapter 9
1) Signaled
My uncle signaled to us to stop and rest. (P.52 L.11)
2) ShookThe professor shook his head like a man who doesn’t wantto be convinced. (P.52 L.32)
3) Traveling
We are traveling down wards then we are greatlythreatened. (P.53 L.8)
4) Ate and Drank
I ate scarcely anything, but drank the few drops of waterwhich were given to me. (P.54 L.1-2)
5) Fighting
He was fighting against the impossible. (P.56 L.33)
44
6) Followed
The guide followed this scene with his usual unconcern.(P.56 L.36)
Chapter 10
1) Sat
I sat near the wall, where I could hear the water rushingpast me with extreme violence about two feet away. (P.60L.9-11)
2) Press
He pressed his ear against the dry stone. (P.60 L.15)
3) Plunge
I plunged my hands into the water. (P.60 L.35)
Chapter 11
1) AwokeI awoke on Sunday morning in this deepest of abysses.(P.63 L.1)
2) Listen
I listened, to hear if anyone was calling me, but could hearnothing. (P.63 L.28)
3) Lay
I lay there shaking in absolute fear for my life. (P.65 L.12)
4) Bump
I bump into a wall and fell on the rock floor. (P.65 L.10)
5) Crying, Shouting, Hitting
I started running downwards, crying, shouting, and hittingmyself on the rocks. (P.65 L.23)
Chapter 12
45
1) Clasp
‘My dear boy’ said my uncle, clasping me in this arms.(P.69 L.16)
2) Swam
So for a few moments I swam in the waters of our newlydiscovered sea. (P.74 L.2)
Chapter 13
1) Made
Hans had made a rudder which enabled him to steer thevessel. (P.75 L.11)
2) Untied
I untied the rope that held us to the shore. (P.75 L.12)
3) Caught
Over the next two hours we caught a considerable quantityof fish. (P.76 L.12)
4) Crawled
I crawled over to him. (P.78 L.21)
5) Wrote
I wrote down these words for him. (P.79 L.19)
6) Nod
He nodded in agreement. (P.79 L.21)
Chapter 14
1) Carry
The brave Icelander carried me away from the waves to asandy beach. (P.80 L.21)
2) Prepared
46
Hans prepared some food. (P.81 L.2)
3) Make
We can make a rough estimate. (P.83 L.3)
Chapter 15
1) Brought
It brought us back to his coast. (P.89 L.12)
2) Jumped
I jumped ashore, followed by my uncle and the Icelander.(P.90 L.2)
3) Passed
Hans passed the light of the lamp over every part of thewall. (P.90 L.20)
4) Hit
The raft had hit a solid object. (P.94 L.7)
Chapter 16
1) Manage
We may still manage to be burnt alive. (P.96 L.2)
2) Shrugged
He simply shrugged his shoulders and returned to histhought. (P.96 L.3)
3) Sail
We had sailed north for hundreds of miles. (P.99 L.21)
Chapter 17
1) Press
47
We pressed the fruit to our lips. (P.103 L.16)
2) Claim
There Hans claimed his thirteenth week’s wages. (P.104
L.34)
Chapter 18
1) Received
We were kindly received by the Stromboli fisherman.(P.105 L.6)
2) Land
We landed at Marseilles with nothing on our minds. (P.105L.9-10)
d. Use of mental verb
Chapter 1
1) Enjoy
I must admit that I greatly enjoyed Geology. (p.3 L.6)
2) Happy
Life has happy enough in that little house in theKonigstrasse. (p.3 L.9)
3) See
Can’t you see what it is? (p.3 L.26)
Chapter 2
1) Love
We certainly love each other greatly. (p.9 L.1)
2) Understood
48
I understood what we want and immediately wrote thefollowing lines of letters. (p.9 L.17)
Chapter 3
1) Watched
I watched every movement he made. (p.14 L.7)
2) Sorry
I honestly felt sorry for him. (P.14 L.23)
3) Hungry
Did he really want us to go hungry? (P.18 L.11)
4) Hear
They must not hear about it until we get back. (P.18 L.11)
Chapter 4
1) Like and Think
I would have like to set off immediately, without givingmyself time to think. (P.22 L.10)
2) Love
She was in love with me. (P.23 L.16)
3) See
One of them, I could see, was a letter of introduction to theGovernor of Iceland. (P.26 L.31)
4) Worry
We had no need to worry about our luggage. (P.27 L.5)
49
Chapter 5
1) See
I could see he was trying to decide if he should riskrevealing his true reason for visiting the library. (P.13L.12)
2) Think
I think I should like to begin my geological studies…..(P.32 L.32)
3) Doubt
No doubt it is. But it is impossible to take it. (P.33 L.19)
4) Pleased
I am sure you’ll be pleased with him. (P.33 L.30)
5) Understand
I was unable to understand a single word that was spoken.(P.35 L.30)
Chapter 6
1) Listen
Was he actually going to listen the reason? (P.40 L.24)
2) Thinking
Was he thinking of giving up his plan? (P.40 L.23)
Chapter 7
1) See
We could not see its peaks against the grayish backgroundof the sky. (P.41 L.9)
50
2) Watch
Hans and his companions, sitting on the rock watched himrunning about and obviously reached him as a madman.(P.44 L.30)
3) Thought
I thought that he had slipped and had fallen into one of thethree chimneys. (P.44 L.33)
Chapter 9
1) Understood
I don’t communicate my fears to uncle Lidenbrock, whowould not have understood. (P.52 L.5)
2) Safety
Here at least there was absolute solitude and completesafety. (P.52 L.14)
3) Saw
I look more closely and saw that we were surrounded bycoal. (P.53 L.21)
4) Heard
Had I heard right? (P.55 L.19)
5) Happy
How happy I felt at words….. (P.55 L.13)
6) Listen
So listen to suggestions I am going to make. (P.57 L.17)
51
Chapter 10
1) Listening
My uncle marched on, refusing to stop, always listening forthe murmur of some spring. (P.58 L.10)
2) Heard
But there was nothing to be heard. (P.58 L.11)
3) Frightening
The last thing I saw was a frightening gesture of ragebefore I closed my eyes. (P.58 L.17)
4) Panic
Yet, after the firs moment of panic. (p.59 L.1)
5) Hear
What you can hear is the roar of a river. (P.59 L.29)
6) Tired
I no longer felt tired. (P.59 L.33)
7) Excited
I was tremendously excited. (P.60 L.19)
Chapter 11
1) Anxious
I began to feel anxious and started to shiver. (p.63 L.24)
2) Sure
I am sure to find my companions again. (P.63 L.25)
3) Believe
52
I could not believe that I was alone, that I was lost. (P.63
L.30)
4) Consciousness
When I returned to consciousness my face was wet withtears. (P.65 L.28)
5) Watched
I watched its light gradually. (P.65 L.17)
6) Afraid
For a moment I was afraid that the world might simple bean echo. (P.66 L.9)
Chapter 12
1) Watching
My uncle was watching my face for some sign of life.(P.69 L.11)
2) Weak
I was indeed very weak and my eyes soon shut. (P.70 L.4)
3) Mad
I must be mad, because I can see daylight. (P.71 L.14)
4) Well
I fell perfectly well. (P.71 L.25)
5) Powerless
My imagination felt powerless before such immensity.
(P.72 L.34)
6) Strong
Do you feel strong enough to walk a little? (P.73 L.1)
53
Chapter 13
1) Think
We began to think that these waters were uninhabited.(P.76 L.8)
Chapter 14
1) See
I could hardly see to write down a few hurried notes. (P.78L.19)
2) Enjoy
I crawled over to him and found him clinging to a rope andapparently enjoying the sight of the storm. (P.78 L.22)
Chapter 15
1) Tired
I still feel tired, that’s all. (P.81 L.9)
2) Listen
The professor didn’t listen to single word I said. (P.84
L.13)
3) Think
I can think about it calmly. (P.86 L.11)
Chapter 16
1). Surprises
I had had many surprises that I believe no longer capable ofastonishment. (P.88 L.6)
2) Thought
54
While these thoughts were whirling about in my head.(P.88 L.14)
3) Worry
‘Don’t worry’, I replied. I won’t stop to play. (P.91 L.32)
4) Watch
The professor was keeping an eye on his watch. (P.92 L.9)
Chapter 17
1) Think
What, you still think there is a chance of escape? (P.96
L.17)
2) Heard
I heard him murmuring geological terms which Iunderstood. (P.97 L.10)
3) Believe
You believe that there will be an earthquake? (P.98 L.18)
4) Doubt
I had no doubt that it would be northern region. (P.99 L.18)
Chapter 18
1) Joyfully
We joyfully plunged our faces and hands. (P.103 L.8)
2) Thought
We gave no more thought to him. (P.104 L.7)
Chapter 19
1) Believe
55
Thus ended of the story which few people will be able tobelieve. (P.105 L.4)
2) Sure
They were sure he had not made such a journey. (P.105
L.22)
3) See
I certainly intend to see him again before I die. (P.106
L.16)
B. Elements of the Novel
1. Character
Character is an imagined person who inhabits a story. In the
meantime, it makes up the central interest of many literary works. It is
also a person told in the story. Character can be defined as literary
genre: a short and usually, sketch in prose of distinctive type of person.
It means that the person in dramatic or narrative work, endowed with
moral and disposition qualities that are expressed in what they say
(koesnosoebroto, 1988:65).
There are two types of characters: main or major characters and
minor characters. Main characters in the story, it becomes the focus in
the story but it cannot stand on its own, it needs other characters to
make story more convincing and lifelike. Minor character is character
of less important than those of main character. It just supports the main
character in the story. So, the writer will try to make an easy
understanding by explaining it one by one.
56
a. Main Character
The main characters of the story “Journey to the Centre of the
Earth” is:
1) Prof. Lidenbrock
a) He is a lectures of mineralogy
“He was a professor at the University of Hamburg andgave lectures on mineralogy”. (Verne, 1964:1 on chapter1)
b) He is head of Mineral Museum
“He was the head of an important mineral museum”.(Verne, 1964:2 on chapter 1)
c) He is a thin man, a fair and youthful complexion; he has big
eyes, long thin nose and huge spectacles.
“Picture to yourself a tall, thin man, in excellent health. Hehad a fair, youthful complexion which made him look tenyears younger than his 50 years. His big eyes wereconstantly moving behind huge spectacles, and his long,thin nose baked like blade of a knife”. (Verne, 1964:2 onchapter 1)
d) He is a man of great courage and a bold thinker.
“He is a bold thinker and a man of great courage and youmust remember that his blood flows in your veins”.(Verne, 1964:24 on chapter 1)
e) He was very kind and a man who care everyone.
“Yes, he said, ’a mouthful of water-but it‘s the last, youunderstand, the very last. I had kept it carefully at thebottom of my flask, resisting twenty times the terribledesire to drink it. But, no Axel, I kept it for you”. (Verne,1964:55 on chapter 9)
57
f) The person who was quite little ambitious.
“He would want to go and nothing would stop him. He hasgreat imagination and he would risk life to do somethingthat other geologist has done”. (Verne, 1964:14 on chapter3)
g) He was also quite selfish.
“He had gone forty-eight hours without eating. No oneelse in the house had been allowed to eat either”. (Verne,1964:15 on chapter 3)
h) The man who was very curiosity for something.
“Come along, Axel ‘exclaimed my uncle as soon as hesaw me. ‘Hurry up! Your box isn’t packed”. (Verne,1964:15 on chapter 3)
2) Axel
a) He is professor Lidenbrock’s nephew and assistant, an orphan
and enjoyed Geology.
“I was his nephew, I was also an orphan. I had recentlybecome his assistant. I must admit that I greatly enjoyedGeology”. (Verne, 1964:3 on chapter 1)
b) He was loved Grauben very much.
“………..I noticed a charming portrait of Grauben hanging onthe wall. I love her very much and her picture took me in aninstant from the real world into that of dreams and memories”.(Verne, 1964: 8-9 0n chapter 3)
c) He is a man who quite easy to give up.
“We must go back, I exclaimed. We must return to Sneffels.May God give us the strength to climb up to the top of crateragain”. (Verne, 1964:56 on chapter 9)
58
d) He is a smart man
“Suddenly I understood. I had discovered the secret of thecryptogram! And I had discovered what was needed”. (Verne,1964:12-13 on chapter2)
e) He didn’t want to take a risk in doing something.
“I will remain silent. I will keep the secret. If I tell him, I willbe sending him to his death. Let him find out himself if hecan. I don’t wish to be responsible for his death”. (Verne,1964:14-15 on chapter 3)
b. Minor Character
1) Grauben
a) She was a professor Lidenbrock’s daughter.
“The latter included his seventeen-year-old god daughter”.(Verne, 1964:3 on chapter 1)
b) She has a lovely blue-eyed blonde.
“Grauben was a lovely blue-eyed blonde, who was ratherserious but loved me despite my foolishness”. (Verne, 1964:9on chapter 1)
c) She was a loyal woman and always supports Axel, her boy
friend to follow the expedition.
“Go, Axel, dear go, she said, and when you come back youwill find your wife”. (Verne, 1964:26 on chapter 4)
“It will become a wonderful journey. ……’yes, Axel and Iwould gladly come with our uncle and you. If it weren’t that agirl would only be a nuisance” (Verne, 1964:25 on chapter 4)
59
d) She loved Axel very much
“She remained as calm as ever, but as she touch my cheekwith her sweet lips a tear ran down her cheek”. (Verne,1964:26 on chapter 4)
2) Martha
a) The maid of Professor Lidenbrock’s family and she was an
old servant
“Martha, the cook, must have thought she was very slowlythat morning, because the dinner was only just beginning tocook on the kitchen stove”. (Verne, 1964:1 on chapter 1)
“It means that something serious is going to happen!’ said theold servant, nodding her head”. (Verne, 1964:5 on chapter 1)
3) Professor Thomson
a) He is the director of City Museum.
“The director of this museum was a gentleman calledProfessor Thomson”. (Verne, 1964: 27 on chapter 4)
4) Captain Bjarne
a) He is a Nahkoda.
“Come on board on Tuesday, at seven in the morning, ‘saidCaptain Bjarne”. (Verne, 1964: 8 on chapter 4)
5) Baron Trampe
The governor of Reykjavik
“The first man we saw was the Governor on the island, BaronTrempe himself”. (Verne, 1964: 29 on chapter 5)
6) Mr. Fridiksson
a) He is a science master of Reykjavik school.
60
“We also met a delightful man, Mr. Fridiksson, the sciencemaster at Reykjavik School who was extremely helpful”.(Verne, 196 :)
b) He is a teacher of Reykjavik school.
“Arne Saknussemm!’ replied the Reykjavik teacher ‘youmean the sixteenth century alchemist”. (Verne, 1964: 31 onchapter 5)
c) Hospitality
“My uncle thanked him warmly in Icelandic for his kindhospitality”. (Verne, 1964: 36 on chapter 5)
7) Hans Bjelke
a) Serious, silent individual
“His serious, silent individual was called Hans Bjelke and hebecome our guide” (Verne, 1964: 34 on chapter 5)
b) He has a big, well-built fellow
“He was chatting in Danish with a big, well-built fellow, whowas obviously unusually strong” (Verne, 1964:34 on chapter5)
c) He has blue eyes, red hair and diligent personality.
“His eyes were a dreamy blue and struck me as veryintelligent.”“Long red hair fell over his athletic shoulders.”“Everything about him indicated a perfectly calm personality,not lazy but peaceful.” (Verne, 1964:34 on chapter 5)
2. Setting
b. Setting of place
1) Konigstrasse, Hamburg
“On Sunday, on the 24th of May, 1863, my uncle, professorLidenbrock, came rushing back towards his little house,
61
No.19 Konigstrasse, one of the oldest streets in Hamburg.”(Verne, 1964: 1 on chapter 1)
2) In the town
“In the meantime I had followed the river bank and goneround the town. (Verne, 1964:22 on chapter 4)
3) Kiel
“At Kiel, as else where, a day goes by somehow, wewalked along the beach, through the thick woods, adrmiredthe houses and finally ten o’clock arrived.” (Verne, 1964:27 on chapter 4)
4) Copenhagen, city museum, phoenix hotel
“Finally, at ten in the morning, we arrived at Copenhagen.”“Here the luggage was loaded on to a carriage and takenwith us to the Phoenix Hotel in Brigade.”“Then, my uncle, after hastily washing, took me in a Taxito the city museum.” (Verne, 1964: 27 on chapter 4)
5) The little town of Gufunes
“We reached the little town of Gufunes. Here we stoppedfor half an hour and ate our meager breakfast before settingoff again.” (Verne, 1964: 37 on chapter 6)
6) Reykjavik
“Two hours after having Reykjavik, we reached the littletown of Gufunes.” (Verne, 1964: 37 on chapter 6)
7) The village of Gardas
“By six-thirty that evening, we had reached the village ofGardas, and there we spent the night.” (Verne, 1964: 37 onchapter 6)
8) Budir
“On Saturday, 20th June, at six in the evening, we reachedBudir, a village on the sea-shore.” (Verne, 1964: 39 onchapter 6)
62
9) Stapi
“Finally, after four hours’ walking, the horses stopped atStapi, a village of about thirty huts.” (Verne, 1964: 39 onchapter 6)
10) Under the Atlantic ocean
“On Wednesday, 15th July, we were thirty km undergroundand about two hundred kilometers from Sneffel. This meantthat we were now under the Atlantic Ocean.” (Verne, 1964:on chapter)
11) England, France, Europe
“We have passed under England, under France, and perhapsunder the whole of Europe.” (Verne, 1964: 80 on chapter14)
12) Port Grauben
“I feel sure it hasn’t the wind seemed to be constant, so Ithink this shore must be south-east of Port Grauben.”(Verne, 1964: 83 on chapter 15)
13) Port of san vicenzo
“An hour later, we reached the port of San Vicenzo. ThereHans claimed his thirteenth week’s wages.” (Verne, 1964:83 on chapter 15)
14) France
“On Friday, 4th September, we set sail for France in a boatnamed the Voltura.” (Verne, 1964: 105 on chapter 19)
15) Hamburg
“In the evening of 9th September, we arrived in Hamburg.”(Verne, 1964: 105 on chapter 19)
63
c. Setting of time
The time or era of the story is 19th century.
d. Setting of social
Surviving elements in wilderness
3. Theme
It is not easy to determine the theme of Jules Verne’s novel of
“Journey to the Centre of the Earth” because the writer should go
through long procedures. The writer starts to analyze character and
setting. Then, she tried to relate what are in the theme to get the
meaning of the whole story. This novel represents how an eccentric
German professor, his young nephew and an Icelandic hunter travel
down through an extinct volcano deep into the interior of the planet. It
is always the cases with Jules Verne, the main character are interesting
and often described with great it. The writer’s descriptive powers are
at their height in this novel.
The writer also tells about some natural phenomena that
happen along the story in their adventure under the earth’s surface
added with dramatic atmosphere. They are rent a guide to guide them
go to the centre of the earth. This novel also gives a little love story
between Axel and Grauben, professor Lidenbrock’s daughter. They
loved each other and Grauben is always give spirit to Axel to follow
the journey to the centre of the earth. She wants to wait him until he
back home from the journey. The writer draws the scenes as diverse as
64
Iceland, the strange underground sea that trio discover, the interior of
an active volcano, are all vividly described, so that one ends by
believing the unbelievable.
4. Point of View
Point of view is angle of prose. It is not the author attitude
toward life or history but is specific concept. Jules Verne, in this novel
of “Journey to the Centre of the Earth” uses mostly first person point
of view and some third person point of view. There are many basic
point of views as follows; omniscient, first person, third person,
central intelligence, and the scenic point of view. The author stands
out of the story. The author can hear, see and know the character’s
mind deeply and be able to illustrate the secret of character‘s heart.
a.When I woke the next morning, my uncle was still atwork. His eyes were red and his face was pale. He wasobviously having a terrible struggle with the unsolvablepuzzle. I honestly felt sorry for him. With a single word Icould have released him from his pain, but I said nothing.Yes I was not a cruel fellow by nature. Why, then, did Iremain silent? It was for my uncle’s sake. (Verne, 1964:14on chapter 3)
b. On 2nd June, at six in the morning, our precious luggagewas taken on board the Valkyrie. And the captain showedus to our rather small cabins. (Verne, 1964: 28 0n chapter5)
c. I had not yet looked into the chimney, but now the time hadcome. I would either have to continue or refuse to take partin the expedition. But I was ashamed to refuse in thepresence of the guide. Hans was treating the adventure socalmly that I had to match his courage. I walked across tothe central chimney. (Verne, 1964: 47 on chapter 8)
65
d. My uncle knew a simple method to get over this difficulty,in which a double rope was used. It was much employedby mountaineers. He demonstrated to us how it was doneand showed us how to tie the rope. (Verne, 1964: 47 onchapter8)
5. Plot
Plot is another element of fiction, which tells what happens to
the characters in the story. In the meantime, it is the soul of the story.
The word plot itself is a technical term to say about a series of tied
together events of which the story is composed. Plot elements consist
of:
a. Incentive moment
1) The plot begins when Professor Lidenbrock find an old book
“Heimis Kringla” by Snorro Turleson, the famous writer of
the twelfth century.
‘Well?’ he said when he saw me. ‘Can’t you see what it is? Itis an extraordinary treasure that I found this morning, in asecond-hand bookshop.’……………………………………………………………………..‘Look!’ he said, asking and answering his own questions.‘Isn’t it beautiful? Yes, it is. Does it open easily? Yes, and itstay open at any page you like. But does it close well? Yes, ofcourse it does. And look at the back, which isn’t damaged atall after seven hundred years!’……………………………………………………………………..‘This work,’ replied my uncle with growing excitement, ‘is theHeimis Kreingla by Snorro Turleson, the famous Icelandicwriter of the twelfth century. It is the story of Norwegianprinces who ruled over Iceland. (Verne, 1964:4 on chapter 1)
2) Professor Lidenbrock find a piece of parchment in a Runic.
66
Not knowing what to say, I was going to kneel admiringlybefore the book when a dirty piece of parchment fell out of thebook and on the floor.…………………………………………………………………….It contained a few lines of incomprehensible writing. I havecopied the writing here.…………………………………………………………………......The professor examined the writing for a few moments. Then,raising his spectacles, he said, ‘These are runic letter. (Verne,1964:5 on chapter 1)
3) There is a cryptogram in the writing letter.
‘It’s what they call a cryptogram, ‘he said, ‘in which themeaning is hidden by deliberately mixing up the letters. If theletters were correctly rearranged they would make a propersentence. It is possible that I have here the clue to some greatdiscovery.’ (Verne, 1964:7 0n chapter 2)
b. Conflict I
a) When Axel realized the content of cryptogram is danger for
him and his uncle.
But how astonished and terrified I felt! What! Had what I hadjust read really happened? Could any man really have daredto…?‘Oh no!’ I cried, jumped to my feet. My uncle mustn’t knowabout this! It would terrible if he found out about a journey ofthis sort. He would want to do the same journey. Nothingwould stop him. He would go and he would take me with himand we would never come back. Never! Never! ‘I felt in a stateof complete panic. ‘No, it’s not going to happen, ‘I declared,‘and since I can prevent this idea from entering his head, Ishall do so. If he kept turning this document over and over, hetoo might discover the answer. The only thing to do is todestroy it. (Verne, 1964:13 on chapter 2)
b) Professor Lidenbrock decided that there was no eating before
he knows the meaning of the cryptogram.
67
Had he done it in purpose? Or was it just absent mindedness?Did he really want us to go hungry? This seems to me to beasking too much o us. The document was nothing to do withMartha or myself. But I know remembered that a few yearsbefore, when my uncle was working on a difficult problem, hehad gone forty-eight hours without eating. No one else in thehouse had been allowed to eat either. I had suffered veryuncomfortable stomach pains. That morning, we had nobreakfast, as we had no supper the night before. Martha, poorwoman, was greatly distressed. As for me, what distressed memost was that I could not leave the house to visit a certainperson. (Verne, 1964:14 on chapter 3)
c) When professor Lidenbrock know the meaning of the
cryptogram and he want do the same journey.
‘Do you really think? ,” I asked, ‘that there are many whowould be brave enough to risk it?’‘Of course. Who would hesitate at the thought of winning suchfame? If the document were published, a whole army ofgeologist would rush to follow in Arne Saknussem’sfootsteps.’ (Verne, 1964:18 on chapter 3)
c. Conflict II
1) Axel has a nightmare and having fever.
So ended this conversation with Professor Lidenbrock, leavingme in a sort of fever. I came out of my uncle’s study feelingquite breathless, and there was not enough air in the streets ofHamburg to put me right again. I therefore set off for the banksof the River Elbe, which runs through the town.……………………………………………………………………..But an hour later I must admit that my excitement had quieteddown. ‘It’s ridiculous!’ I exclaimed. There’s no sense in it!The whole thing must be a mistake. I’ve slept badly and had anightmare. (Verne, 1964:22 on chapter 4)
2) When they want go to Sneffel, there are get little difficult to
reach there.
Sneffel is fifteen hundred meters high. From our starting-point,we could not see its peaks against the grayish background of
68
the sky. We walked in single file, led by the guide, who tooknarrow paths were two people could not have gone together.Conversation therefore became more or less impossible.The way became increasingly difficult. The ground was rising.Pieces of rock kept breaking off and the greatest care wasneeded to avoid dangerous falls. (Verne, 1964:41 on chapter 7)
3) They were feeling angry and frighten to choose the right way
out.
Now, if the sun did not shine there would be not shadow.Consequently we would not know which one was the rightchimney…………………………………………………………..I will not attempt to describe Professor Lidenbrock’s helplessanger. The day went by and no shadow appeared on the bottomof the crater. (Verne, 1964:46 on chapter 7)
4) The stock of drink water almost empty and Axel was feeling
so thirsty until like he feel dying.
‘Well Axel, we must simply drink less.’It was indeed essential for us to drink less. Our stock of watercould not last more than three days, as I realized that eveningat supper time.…………………………………………………………………….At last, on Tuesday, 7th July, crawling on our hans and knees,we arrived half dead at the intersection of the two passages.There I dropped as if dead stretched out on the ground. It wasten in the morning. Hans and my uncle, sitting with their backsagainst the wall, tried to eat a few pieces of biscuit. Longmoans escaped from my swollen lips. I feel asleep.After a while my uncle came over to me and raised me in hisarms. ‘Poor child!’ he whispered with real pity.……………………………………………………………………..Then I saw him take the flask hanging on his belt. To myamazement, he put it to my lips. ‘Drink,’ he said. (Verne,1964:53-54 on chapter 9)
d. Conflict III
1) Axel wants to give up and didn’t want to continue the journey.
69
‘What, you don’t want to go back?’
‘And give up this expedition, just when success seems certain?Never!‘But we will all die!’‘No Axel, no, we will not. You must go back. I don’t want youto die. Hans will go with you. Leave me here alone.’‘Leave you here!’‘Leave me I tell you. I have begun the journey, and I mean tofinish it, or never return. Go back Axel, go back.’ (Verne,1964:56 on chapter 9)
2) Axel was lost and separated from his friends.
By 7th August, we had reached a depth of a hundred andtwenty kilometers. We must have them been about eighthundred kilometers from Iceland. That day, the tunnel wasgoing down a very gentle slope. I was walking in front. Myuncle had one of the lamps and I had the other. Suddenly,turning round, I found that I was alone. ‘Well,’ I thought, ‘I’vebeen walking too fast, or else Hans and my uncle have stoppedsomewhere. I must go back and join them. (Verne, 1964:63 onchapter 11)
3) When a bad weather come in their way.
By now the rain had formed a roaring waterfall on the horizon,toward which we were speeding madly. Then the sky wasfilled with white flashes of lightning. The huge waves looklike little volcanoes; for each one had at its top a flame of light.The light was so bright I could hardly see, and my ears weredeafened by the noise of the thunder. I had to cling to the mast,which bent like a young tree before the violence of the storm(Verne, 1964:78 on chapter 14).
e. Climax
1) When the situation becomes desperate and not finds a way out
to escape.
‘Axel,’ the professor replied very calmly, ‘our situation isalmost desperate, but there is possibility that we may escape. Ifwe may die at any moment, we may also be saved at anymoment. So let us be prepared to seize the slightestopportunity.’
70
2) The stock of food was almost empty.
An hour went by. I began to feel terrible hungry. Mycompanions were suffering too, but none of us dared to touchthe little food that we had left.…………………………………………………………………….‘If we don’t drown or starve to death, we may still manage toburn alive.’…………………………………………………………………….‘Eat every single bit of food. This may be our last meal, but atleast we shall become men again instead of exhaustedweaklings,’(Verne. 1964:95-96 on chapter 17)
3) When the raft was destroyed and many problems were
happened
He had scarcely lifted his head again before a ball of fireappeared on the raft. The mast and the sail vanished togetherand I saw them rising to a great height, looking like a fantasticbird.We were frozen with fear. The fireball, half white, half blue,moved slowly over the raft, slowly, but spinning at anastonishing speed. It floated here and there, landed on thebaggage, jumped lightly down. Then it approached Hans, whosimply stared at it, then my uncle who fell to his knees to avoidit, and finally myself, pale and trembling under its hot glare.(Verne, 1964:79 on chapter 14)
4) They found human being created as a great discovery for him.
I would rather believe that it was some animal that resembled ahuman being, some prehistoric monkey. But the creature wesaw was far taller than any monkey. Never mind! It must havebeen one, however improbable that may seem. The idea that aman, a living man, and with him a whole generation should beburied down there in the depths of the earth is unacceptable.(Verne, 1964:86 on chapter 15)
71
5) Eruption had happened.
‘Yes, this is a volcano with intermittent eruption. It pausesfrom time to time to throw beneath.’This was perfectly true. Ten minutes later, we were shotupwards again at tremendous speed, and we had to cling to thebeams so as not be thrown off the raft. Then the movementstopped. (Verne, 1964:100-101 on chapter 17)
f. Resolution
1) They saved from the eruption and had thrown out of the
Sneffel.
I found myself lying on a mountain slope, only a few metersfrom an abyss into which I would have fallen at the slightestmovement. Hans had saved my life while I was rolling downthe side of the crater.‘Where are we?’ asked my uncle, who seemed to be extremelyannoyed at being back on the surface of the earth.The guide shrugged his shoulders to express completeignorance.‘In Iceland,’ I said. (Verne, 1964:101 on chapter 18)
2) They finally come back to the Hamburg.
On Friday, 4th September, we set sail for France in a boatnamed the Voltura. Three days later, we landed at Marseilleswith nothing on our mind but that compass, which worried meterribly. In the evening of 9th September, we arrived inHamburg. (Verne, 1964:105 on chapter 19)
6. Tone
Tone is usually the writer’s attitude toward his or her subject
matter and reader. There are; nostalgic, affectionate, serious,
humorous, melancholy, sarcastic, angry or have as many variations as
there are emotions. Tone reveals the attitudes of the author toward as
his subject and toward his audience (Kesnosoebroto, 1988:77)
72
The elements of tone for this novel are:
1) Panic
I felt in a state of complete panic. ‘No, it’s not going to happen, ‘Ideclared, ‘and since I can prevent this idea from entering his head,I shall do so. If he kept turning this document over and over, hetoo might discover the answer. The only thing to do is to destroyit. (Verne, 1964:13 on chapter 2)
2) Angry
‘But that’s impossible!’ I said, shrugging my shoulders in disgustat such a ridiculous idea.‘Impossible?’ said Professor Lidenbrock in a stern voice. ‘Andwhy should it be impossible?’‘Because the crater must be full of burning rocks and it thatcase…’‘But what if it’s an extinct volcano?’‘Extinct?’‘Yes, there are many extinct volcanoes and Sneffels is one ofthose. It is undoubtedly no longer active.’I could find no objection to any of this so I thought of morequestions. ‘What does this word Scartaris mean?’ I asked. ‘Andwhy descend before the end of July?’
3) Frightens
I began to feel anxious and started to shiver, despite myself.‘Keep calm,’ I said aloud to myself. ‘I am sure to find mycompanions again. There’s only one path, after all. Since I was infront, I must go back.’For a half an hour I climbed the slope. I listened, to hear ifanyone was calling me, but could hear nothing.I stopped. I could not believe that I was alone, that I was lost.(Verne, 1964:63 on chapter 11)
4) Care
‘Yes,’ he said, ‘a mouthful of water – but it’s the last, youunderstand, the very last. I had kept it carefully at the bottom ofmy flask, resisting twenty times the terrible desire to drink it. But,no. axel, I kept it for you.’ (Verne, 1964:55 0n chapter 9)
73
7. Style
Style is the way the writer uses words to create a literary work.
The writer’s style is usually revealed in his/her diction, imagery, and
syntax. All writers have style in which they are all different.
In this novel the writer uses more detonation words than
connotation ones in depicting the settings and events. The writer also
uses some different languages from any countries. The writer draws
the character’s middling sensitive to other feeling and they are mostly
serious with occasional humor. In this novel there are significantly
more descript than dialogue.
C. Possible Use of the Story to Teach Narrative Texts
The students can be motivated and make a good strategy to
keep students involved the novel to provide them with many
opportunities to predict what will happen and to encourage them to
look for clues about what is come. The students will gradually
understand how far the time Verne was in comprehending science and
based his writings on some sense on possible they will see why he is
considered by many to be father of science fiction. They can imagine
and can identify the structure of the genre. First, cannot understand a
genre by looking a single model text. Second, by extension, one
cannot understand a given by looking at example of that genre itself.
(Richard Kern, 2000:86-90).
74
In many countries of the word, literature is highly valued. If
students are familiar with literature in their own language then
studying some literature in English can provide an interesting and
thought provoking point of comparison literature exposes students to
complex themes and fresh, unexpected uses of language. A play may
engage students in complicated adult dilemmas. A poem may elicit a
powerful emotional response for students. If the materials are
carefully chosen, students will feel that what they do is relevant and
meaningful to their own lives.
Literature may provide a particularly appropriate way o
stimulating this acquisition, as it provides meaningful and memorable
context for processing and interpreting new language. But a higher
level, students may be absorbed in the plot and characters of an
authentic novel or short story. Teaching genre establish norms of
interaction by modifying the respective roles of the readers, listeners,
writers and speakers and the relationship between them and by setting
corresponding parameters of appropriateness for language use. Genre
operates in very specific cultural interactions. Familiarity with genres
is important in communication, because it allows us to make
connections between particular instances of discourse and others we
have experienced previously. Teacher can take advantages of students’
exciting knowledge of genres in order to get them to shift perspective
on the words and grammar, vocabulary they are learning.
75
The influence of the story is also to teach the students because
they will read the story and look about event and place, so they can
make some interpretations from the experience itself from the story
and help them to learn amount about the culture, even without direct
experience. They can imagine and can identify the structure of the
story.
In language teaching methodology, the context and
environment of learning, as well as the management of language
classroom, are relatively under-represented in the literature in
language teaching methodology. Teaching narrative, the teacher can
use reading materials or writing materials. The teacher can asked the
students to re arrange the sentences from the story “Journey to the
centre of the Earth” and analyze the schematic structure and the
language features of the story.
The activities in the classroom can be designed:
a. The students retell a story of “Journey to the Centre of the
Earth”.
b. The students also can apply the adverbial phrase and adverbial
clauses in the daily activities and writing activities.
c. They can identify units of narrative and their functions.
d. They understand the details, the meaning, and ideas of the
narrative text.
e. They also can elaborate the narrative text individually.
76
In the story of “Journey to the centre of the Earth” by Jules
Verne there are some adverbial clauses before and after main clauses.
There is the analysis of the adverbial clauses.
Adverb Clause before or after Main Clause
No Adverbial
Clause Main Clause Adverbial
Clause
Clausemarker
S+P ,etc subject v/v phrase Clausemarker
S + P ,etc
Chapter1
a.
b.
c.
d.
Before I had timeto move
I
Professor
Prof.Lidenbrock
I
Waspreparing toretreat mylittle roomupstairs
Called meagain
Must haveknown
Waspreparing myself for this
When
Because
when
The dooropenedfront
He couldspeaks agreat manylanguages
Marthaopened thestudy door
77
Chapter2
a.
b.
c.
d.
e.
f.
g.
When
If
As
If
since
I hadfinished
You want towritesomethingin code
I askedmyself thesequestions
He keptturning thisdocumentover andover
I canprevent thisidea fromentering his
Myuncle
I
I
You
I
He
I
Snatched upthe paper Ihad beenwriting
Was far away
Must admitthat
Wouldprobablydecide towrite thelettersverticallyinstead ofhorizontally
Picked upthese sheet ofpapercovered withtheincomprehensible letter
Too mightdiscover theanswer
Shall do so
When
When
My unclesuddenlystruck thetable withhis fist.
I came tothe end
78
head
Chapter3
a.
b.
c.
d.
When
If
When
Before
I woke thenextmorning
I tell him
Marthawanted toleave thehouse to goshopping inthe market
I hadfinished thesentences
Myuncle
I
He
Theprofessor
Was still atwork
Will besending himto his death
Found thedoor locked
Gave a shout
Chapter4
a.
b.
When
When
You cameback
I returned
you
Myuncle
Will be aman
Was askingGrauben tolook after thehouse forhim
Chapter5
a.After A good
walkI Returned to
Mr.Fridiksson’s
79
b.
c.
When I awoke I
Themystery
house
Heard myuncle talkingrapidly in thenext room
Wasexplained
when Mr.Fridiksontold me
Chapter6
a.
b.
c.
When
When
We hadtaken offour coats
Theceremonywas over
We
We
He
Heard ourhost’s voiceinviting usinto thekitchen
Sat down toeat
looked As If He werechallengingit
Chapter7
a.
b.
c.
When Thequestionwas put
Theguide
Hans
It
Replied
Was sleepingpeacefully atthe foot ofthe rock
Could berecognized
While
When
My unclewas circlingaround thebottom ofthe crater
The shadowof Scar tanstouched itsedge
Chapter9
a. When I took my It Was quite
80
b.
c.
As
While
hand away
I had toldtheProfessor
I was sayingthis
Ourwater
MyUncle
black
Wascompletelyfinished atthe end ofour firstday’s March
Avoidedlooking at me
Chapter10
a.
b.
c.
d.
When
If
I openedthem again
Anyone hadsuggestedthat I shouldreturn toSneffels
I
I
I
MyUncle
Saw my twocompanionsrolled up unthe blanket
Would haveangrilyrefused
Completelymotionlessunderstoodwhy
Clapped hishands for joy
When
When
I tooplunged myhands intothe waters
It saw howsteep it was
Chapter11
a.
b.
c.
When
If
I returned toconsciousness
I followedthe pathtraveled bythe sound
I
Myface
I
Shall catchup with them
Was wet withtears
was certainto arrive atits startingpoint
If I hurry
81
Chapter12
a.
b.
c.
When
When
While
I regainedconsciousness
I opened myeyes
He wastalking
I
He
MyUncle
Was in semi-darkness
Gave me acry of joy
Waspreparingsome foodfor me
Chapter13
a.
b. When I wassufferingAnd indanger
It
He
Was not long
Was kind andwarm
Before I fell into arefreshingsleep full ofpleasantdream
Chapter15
a.
b.
c.
If
If
We haven’tany guns
Mycalculationsare correct
Hans
We
We
Had worked
Can’t gohunting
Now havetheMediteraneanover our head
While We were asleep & hadsaved themostpreciousarticles atthe risk ofhis own life
Chapter16
a. While These Prof. Was making
82
b.
c.
thoughtswerewhirlingabout myhead
Lidenbrock
Violent
I
a speech inpraise of thatgreatscientist
Socks occur
Felt
Whenever
As If
It struck thewall
It wasdrowning
Chapter17
a.
b.
c.
d.
If
Before
If
We may dieat anymoment
It had gonemad
We had hadathermometer
We
MyUncle
It
Thecomp-
ass
May also besaved at anymoment
Looked at me
Would haveregisteredover 70◦ centigrade
Needle hadalwaysindicated thatwe wereheading inthat direction
As If He didn’twant tounderstand
Chapter18
a.
b.
When
After
I opened myeyes again
Ourdeliciousmeal of fruitand coldwater
I
We
Felt theguide’sstrong handholding mybelt.
Set off againin thedirection ofthe port ofStromboli
83
c. Hans Had savedmy life
While I was rollingdown theside of thecrater
Chapter19
a. People Had refusedto believe it
When They sawhim again
II. Discussion
A. The generic structure of the story “Journey to the Centre of the
Earth” by Jules Verne tells the whole of the story. The orientation
presents in the beginning chapter. It tells about the identity of the
player, place, time, and characteristic of the character in the story.
The complication was described in the middle of the story. It’s
founded when the story is got the conflict inside it. So it will
reach the climax of the story and after reach the climax, it will get
the resolution of the story. The resolution is usually find in the
last chapter and being the end of the story.
The languge features of the story is got in every chapter of the
story. There are some features of narrative that are found in the
story. It describes about the details of the story.
B. The elements of the story consist of some parts. It describes and
discuss about the content of the story in order the readers more
understand about the story. There are characterization, theme,
plot, setting, style, tone, and point of view. Through these
elements, we will understand the story accurately and we can able
84
to know the strenght of the story. We will know about the
character and who is involved in the story,the plot of the story,
and also the style used by the writer to write the story.
C. Possible use of the story to teach narrative texts for the students
is can be motivated them to read literature. So the writer wants to
use the story to learn narrative texts to make the students more
axcited and more understand about narrative. The story can make
the students spend time to read and understand the story well. It
can be motivated them to enrich their vocabularies. They will get
experiences and understand narrative trough the story. They can
find some structure of narrative in the story. The teacher also can
make some teaching variation used the story. Such as the students
retell the story and also know the adverbial phrase and adverbial
clause which are found in the story.
The story will give influence to the students. They will read the
story and know the event, place, and plot of the story, so they get
experience from the story “Journey to the Centre of the Earth”
and make some interpretations about the story. The students can
learn about moral values, the culture, get inspiration from the
story and can imagine the expedition which did by the characters
in the story with different imagination
85
CHAPTER 5
CONCLUSIONS AND SUGGESTIONS
From the discussion in the previous chapter the writer draws some
conclusion as the result of analyze the generic structure and elements of the story
“journey to the Centre of the Earth” by Jules Verne and it possibility to teach
narrative texts. The writer presents the conclusions and suggestions to the readers
especially for the students and the teacher. The writer hopes it would be useful for
the readers to improve the quality of teaching English.
A. Conclusion
The generic structure of the story “Journey to the centre of the Earth”
by Jules Verne is divided based on orientation, complication and resolution. It
makes the students more understand about the story and know the details of
the cronologies of the story from the beginning until the end of the story.
There are some features of narrative texts which are found in the story.
The elements of the story consist of some parts. Through these
elements we can able to know the strenght of the story. The elements are
found in the story of “Journey to the centre of the Earth” are:
a. Character: main character and minor character.
b. Setting: Setting of place, time, and social.
c. Theme
d. Point of view
86
e. Plot
f. Tone
g. Style
There are possible use the story to teach narrative texts. It can be
motivated the students and make the students more excited to learn narrative
texts. So the teacher use the story “Journey to the Centre of the Earth” by
Jules Verne to teach narrative texts. Teacher uses some methods to teach
narrative texts. They are:
a. Retell the story as turn in group work.
b. Apply the adverbial phrase and adverbial clause in writing activities.
c. The problems may face narrative texts are the students not to understand
well of the story and know the meaning of each word in the story.
B. Suggestion
After getting the result of the study in this research, the writer would
like to give some suggestions in order to improve the reading skill, analyzing
the story in detail, and teaching narrative texts.
1. For the English teaching
In teaching narrative texts, the teachers can use some learning strategies
and make some activities of learning in the classroom for the students. The
teacher have to know and understand the material well especially the story as
a main material in narrative texts to make some explaining to the students
about the meaning, the structures and the elements of the
87
a. story clearly. The teacher also have to enrich the vocabularies in order
the teacher can help the students translate the difficult words in the
story.
b. The English teachers must create the teaching learning process as well
as possible to make the class interesting. For this purpose, the teacher
should be creative in teaching narrative. It can motivate the students to
learn English more.
2. For the students
a. The students should read the story many times to understand the
meaning it well
b. The students have to enrich the vocabularies to improve their English
fluently.
c. The students have to know the structures and the elements of the story
for analyzing the story as a main material.
3. For the readers
a. The readers have to know the analysis of the generic structure and
elements of the story “Journey to the Centre of the Earth” by Jules
Verne.
b. The readers know the possibility of the story to teach narrative texts.
c. The writer hoped that this thesis can motivate the readers to learn
English and improve their knowledge.
88
BIBLIOGRAPHY
Abrams, M.H. 1981. A Glossary of Literature Terms. New York: Holt ReinhardWinson inc.
Anderson, Mark and Kathy Anderson. 1997. Text Type in English. Malaysia:Macmilan.
Biber.1988: 170. Text Type. http//IIt.msu.edu/vol5num3/lee/default.html (March23,2010)
Gerrot and Wignell. 1994. Making Sense of Functional Grammar. AntipondeanEducational Enterprise.
Hornby, AS. 1995. Oxford Advanced Learner’s Dictionary of Current English, 5th
Edition. London: Oxford University.
Kennedy, X.J. 1983. Literature : An Introduction to Fiction, Poetry, and Drama.New York: Mc. Milan education Limited.
Kenney, W. 1966. How to Analyze Fiction. New York: Monarch Press.
Koesnosubroto, S.B. 1988. The Anatomy of Prose and Fiction. Jakarta:
Depdikbud.
Longman. 1992. Dictionary of English Language and Culture. England:
Longman.
Rees, R.J. 1973. English Literature: An Introduction for Foreign Readers.London: Mc.Milan Education Limited.
Wellek, Rene and Warren. 1958. Theory of literature. New York: Harcuutt, Braceand world inc.
BIOGRAPHY OF THE AUTHOR
Jules Verne was born in 1828 in Nantes, France and died in 1905, spending
the majority of his life writing over eighty books. He was born to a father who
was a lawyer and to a mother who came from a family of ship builders and sea
captains. The oldest of five children, Jules was trained in law but was more
interested in writing opera librettos and plays, much to the chagrin of his father.
After his first book was published in 1863, he devoted his life to writing, although
geography and travel remained dominant interests.
Verne had no formal training in science. His passion was geography;
everything else he learned from his reading, which included about fifteen
newspapers a day. He took voluminous notes giving him a good sense of the
emerging knowledge in many fields. He was very modest about his ability to
predict inventions, saying he only extended what was already happening at the
time.
He qualified as a lawyer and wrote several comedies for the theatre before
realizing that his true gift was for what we would now call science fiction. In his
long and busy life he wrote nearly a hundred books, of which the most famous
are: Journey to the centre of the earth, twenty thousand Leagues under the Sea,
and Round the World in Eight Days.
He has some children. The first’s children born to Sophie Henriette Allotte
de la Fuye (1887) and Pierre Verne (1799-1871), Attoney. In the busy maritime
port city and summer spent on the Loire River, Verne was exposed to the comings
and goings of Schonners and ship that sparked his imagination for travel and
adventure. After attending boarding school during which he started to write short
stories and poetry, Verne settled in Paris to study law as his father had done.
However, upon obtaining his degree in 1850, he was much more interested in
theatre, to his father disappointment. Living a bohemian life, he wrote and
collaborated on numerous plays, dramas and operettas including blind man’s bluff
(1852), often collaborating with his friend and musician Jean Louis Aristide
Hignard (1822-1897).
In 1857 Verne married Honorine de Viane Morel (1830-1910), a widow
with two daughters, Suzanne and Valentine and with whom Jules would have one
child, Michel Jean Verne (1961-1925). Michel’s early years were troubled and he
accumulated much debt, which his father later re-paid. While not working at the
stock market, Jules and Honorine traveled much in America, France, and the
British isles during which Verne met fellow authors Alexander Dumas and his
son, and Victor Hugo while his novels had previously been rejected by publishers,
after making the acquaintance of editor and publisher Pierre Jules Hetzel (1814-
1886) Verne’s literary career was launched in 1863.When not living in Amiens,
Picardie, France, Verna and his wife spent much time sailing on his ship the Saint.
Michel. His own adventures sailing to Myriad port in the British, Isles, Portugal,
the Netherland, and the Mediterranean provided much fodder for his short stories
and novels.
In 1886 Verne’s mentally ill nephew Gaston shot him and there after he
walked with a limp. In 1888 Verne was elected councilor of Amiens, a position he
served faithfully for the next fifteen years. After developing diabetes, Jules Verne
died on 24 March 1905. He now rest in La Madeleine cemetery in Amiens,
Picardie, France, a massive marble statue of a man emerging from the earth
reaching toward the sky adorning his grave.
Jules Verne’s novels are exciting and readable adventure stories. However
his genius lies in the fact that he was the first to use science as an aid to fiction; in
doing so he invented a new genre, science fiction. What is equally exciting about
his novels is the way in which he accurately foresaw future developments in
science.
SUMMARY OF THE NOVEL
The story begins on Sunday 24 May 1863, in the Lidenbrock house in
Hamburg, with Professor Lidenbrock rushing home to peruse his latest purchase,
an original runic manuscript of an Icelandic saga written by Snorri Sturluson
("Heimskringla"; the chronicle of the Norwegian kings who ruled over Iceland).
While looking through the book, Lidenbrock and his nephew Axel find a coded
note written in runic script. (This is a first indication of Verne's love for
cryptology. Coded, cryptic or incomplete messages as a plot device will continue
to appear in many of his works and in each case Verne goes a long way to explain
not only the code used but also the mechanisms used to retrieve the original text.)
Lidenbrock and Axel translate the runic characters into Latin letters, revealing a
message written in a seemingly bizarre code. Lidenbrock attempts a
decipherment, deducing the message to be a kind of transposition cipher; but his
results are as meaningless as the original.
Professor Lidenbrock decides to lock everyone in the house and force
himself and the others (Axel, and the maid, Martha) to go without food until he
cracks the code. Axel discovers the answer when fanning himself with the
deciphered text: Lidenbrock's decipherment was correct, and only needs to be read
backwards to reveal sentences written in rough Latin. Axel decides to keep the
secret hidden from Professor Lidenbrock, but after two days without food, he
cannot stand the hunger and reveals the secret to his uncle. Lidenbrock translates
the note, which is revealed to be a medieval note written by the (fictional)
Icelandic alchemist Arne Saknussemm, who claims to have discovered a passage
to the centre of the Earth via Snæfellsjökull in Iceland. The deciphered message
reads:
The Runic cryptogram
In Snefflls [sic] Iokulis kraterem kem delibat umbra Skartaris Iulii intra
kalendas deskende, audas uiator, te [sic] terrestre kentrum attinges. Kod feki. Arne
Saknussemm.
In slightly better Latin, with errors amended:
In Sneffels Joculis craterem, quem delibat umbra Scartaris, Julii intra
kalendas descende, audax viator, et terrestre centrum attinges; quod feci. Arne
Saknussemm
which, when translated into English, reads:
Descend, bold traveler, into the crater of Snæfellsjökull, which the shadow
of Scartaris touches (lit: tastes) before the Kalends of July, and you will attain the
centre of the earth; which I have done. Arne Saknussemm
Professor Lidenbrock is a man of astonishing impatience, and departs for
Iceland immediately, taking his reluctant nephew with him. Axel repeatedly tries
to reason with him, explaining his fears of descending into a volcano and putting
forward various scientific theories as to why the journey is impossible, but fails to
make Professor Lidenbrock see his point of view. After a rapid journey via
Lübeck and Copenhagen, they arrive in Reykjavík, where the two procure the
services of Hans Bjelke (a Danish-speaking Icelander eiderdown hunter) as their
guide, and travel overland to the base of the volcano. In late June they reach the
volcano, which has three craters. According to Saknussemm's message, the
passage to the centre of the Earth is through the one crater that is touched by the
shadow of a nearby mountain peak at noon. However, the text also states that this
is only true during the last days of June. During the next few days, with July
rapidly approaching, the weather is too cloudy for any shadows. Axel silently
rejoices, hoping this will force his uncle to give up the project and return home.
On the last day, though, the sun comes out and the mountain peak shows the
correct crater to take.
The travelers discover a giant cave filled with prehistoric mushrooms.After
descending into this crater, the three travelers set off into the bowels of the Earth,
encountering many strange phenomena and great dangers, including a chamber
filled with combustible gas, and steep-sided wells around the "path". After taking
a wrong turn, they run out of water and Axel almost dies, but Hans taps into a
neighboring subterranean river. Lidenbrock and Axel name the resulting stream
the "Hansbach" in his honor and the three are saved. At another point, Axel
becomes separated from the others and is lost several miles from them. Luckily, a
strange acoustic phenomenon allows him to communicate with them from some
miles away, and they are soon reunited. After descending many miles, following
the course of the Hansbach, they reach an unimaginably vast cavern. This
underground world is lit by electrically charged gas at the ceiling, and is filled
with a very deep subterranean ocean, surrounded by a rocky coastline covered in
petrified trees and giant mushrooms. The travelers build a raft out of trees and set
sail. The Professor names this sea as the Lidenbrock Sea. Whilst on the water,
they see several prehistoric creatures such as a giant Ichthyosaurus, which fights
with a Plesiosaurus and wins. After the battle between the monsters, the party
comes across an island with a huge geyser, which Lidenbrock names "Axel
Island". A lightning storm again threatens to destroy the raft and its passengers,
but instead throws them onto the coastline. This part of the coast, Axel discovers,
is alive with prehistoric plant and animal life forms, including giant insects and a
herd of mastodons. On a beach covered with bones, Axel discovers an oversized
human skull. Axel and Lidenbrock venture some way into the prehistoric forest,
where Professor Lidenbrock points out, in a shaky voice, a prehistoric human,
more than twelve feet in height, leaning against a tree and watching a herd of
mastodons. Axel cannot be sure if he has really seen the man or not, and he and
Professor Lidenbrock debate whether or not a proto-human civilization actually
exists so far underground. The three wonder if the creature is a man-like ape, or an
ape-like man. The sighting of the creature is considered the most alarming part of
the story, and the explorers decide that it is better not to alert it to their presence as
they fear it may be hostile.
The travelers continue to explore the coastline, and find a passageway
marked by Saknussemm as the way ahead. However, it is blocked by what
appears to be a recent cave-in and the three despair at being unable to hack their
way through the granite wall. The adventurers plan to blast the rock with gun
cotton and paddle out to sea to escape the blast. Upon executing the plan,
however, they discover that behind the rock fall was a seemingly bottomless pit,
not a passage to the center of the earth. The travelers are swept away as the sea
rushes into the large open gap in the ground. After spending hours being swept
along at lightning speeds by the water, the raft ends up inside a large volcanic
chimney filling with water and magma. Terrified, the three are rushed upwards,
through stifling heat, and are ejected onto the surface from a side-vent of a
volcano. When they regain consciousness, they discover that they have been
ejected from the active volcano on the Isle of Stromboli. They return to Hamburg
to great acclaim — Professor Lidenbrock is hailed as one of the great scientists of
history, Axel marries his sweetheart Gräuben, and Hans eventually returns to his
peaceful life in Iceland. The Professor has some regret that their journey was cut
short.
At the very end of the book, Axel and Lidenbrock realize why their compass
was behaving strangely after their journey on the raft. They realize that the needle
was pointing the wrong way after being struck by an electric fireball which nearly
destroyed the wooden raft.
His mother, Elizabeth, prepares to move to Canada. She gives a box to
Trevor that belonged to his missing brother, Max, and Trevor finds a book with
references to the last journey of his brother. He decides to follow the steps of Max
with Sean and they travel to Iceland, where they meet the guide Hannah
Ásgeirsson. While climbing a mountain, there is a thunderstorm and they protect
themselves in a cave. However, a lightening collapses the entrance and the trio is
trapped in the cave. They seek an exit and falls in a hole, discovering a lost world
in the center of the Earth.