LOVE THEME IN “ALL THAT TIME” AND “BLEEDING" POEMS

THROUGH FIGURATIVE LANGUAGE ANALYSIS

A thesis

Submitted to Faculty of Adab and Humanities

In Partial Fulfillment of the Requirements for The Degree of Strata 1

Tri Wulan Damayanti

1113026000001

ENGLISH LETTERS DEPARTEMENT

FACULTY OF ADAB AND HUMANITIES

STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH

JAKARTA

2018

ABSTRACT

Tri Wulan Damayanti. Love Theme in “All That Time” And “Bleeding” Poems

Trough Figurative Language Analysis. Honor Thesis: English Letter Department,

Adab and Humanities Faculty, States Islamic University Syarif Hidayatullah

Jarkarta.

This thesis studies about love theme in “All That Time” and “Bleeding”

poem through figurative language analysis. The first poem entitled “All that Time”

published in 1919 and the second poem entitled “Bleeding” published in 1913-1989

written by May Swenson. The writer uses qualitative method and descriptive

analysis technique to analyze the poems. The writer focuses to analyze figurative

language in the poems.

Based on the research, the writer finds that correlation between “Bleeding”

and “All that Time” poems. The correlation between the two poems is found in the

theme of the two poems.

Keyword: Figurative language, the meaning of the two poems, theme of the two

poems.

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ACKNOWLADGEMENT

In the name of Allah, the Most Glorious, the Most Merciful

Praise is to Allah SWT, the lord of universe. The writer finally finishes

this thesis with His blessing and mercy. Peace and blessing be upon the prophet

Muhammad SAW, his families, friends, and followers.

The writer would like to give a special thanks to her beloved father,

Darmadih, and her lovely mother, Nur Hayati, and both of little brother,

Muhammad Fiqor and Muhammad Fiqri because of their patience and to support

her study and especially to finish this thesis.

A special thanks is also given to the writer’s advisor, Mrs. Maria Ulfa,

M.A, M.Hum for her patience, times, advices, prays and contribution in finishing

this honor thesis. May Allah bless her and her family.

The writer also would like to convey her sincere gratitude particularly to:

1. Prof. Dr. Sukron Kamil, M.A., the Dean of Adab and Humanities Faculty of State

Islamic University of Syarif Hidayatullah Jakarta.

2. Drs. Saefudin, M.Pd as the head of English Language and Literature Department.

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3. Elve Oktafiyani, M.Hum as the Secretary of English Language and Literature

Department.

4. All lectures in English Language and Literature Department who have though and

educated her during her studies at the university which the writer cannot mention

one by one.

5. The writer’s two sisters namely Chandra Fivetya and Novita Puspa as two strong

girls to support and believe her until finishing the honor thesis.

6. The writer’s lovely SRIKANDI friends (Syanti Soraya, Suci Ambarwati, Jamilah

Suhendi, Annisa Fauziah, Halimatussakdiah, Nurfazriah, Machrunnisa Elfitri) for

them to finish this thesis.

7. Thanks to all my friends in English Language and Literature Department,

especially literature class 2013.

8. Thanks to my thesis team (Ismaniar, Aini, Oka, and Fatir).

9. Thanks to all my family and my friends who cannot be mentioned one by one,

who give the support until the writer finish the thesis.

The writer always pray to Allah SWT blesses, guides, and saves them all.

Furthermore, the writer realizes that this honor thesis is far from being perfect. So

that, the writer openly accepts the suggestion and critics of the honor thesis.

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TABLE OF CONTENT

ABSTRACT ......................................................................................................... i

APPROVEMENT ............................................................................................... ii

LEGALIZATION ............................................................................................. iii

DECLARATION ............................................................................................... iv

ACKNOWLEDGEMENT ................................................................................. v

TABLE OF CONTENT ................................................................................... vii

CHAPTER I ........................................................................................................ 1

INTRODUCTION .............................................................................................. 1

A. Background of Study ............................................................................... 1

B. Focus of the Study .................................................................................... 6

C. Research Question… ................................................................................ 6

D. Significance of the Research .................................................................... 6

E. The Methodology of Research ................................................................. 7

1. Objective of research........................................................................... 7

2. Method of Research ............................................................................ 7

3. Technique of Analysis......................................................................... 8

4. Research Instrument ........................................................................... 8

5. Unit of Analysis ................................. .................................................9

6. The time and Place .............................................................................. 9

CHAPTER II .................................................................................................... 10

THEORITICAL FRAMEWORK .................................................................. 10

A. Previous Research ................................................................................... 10

B. Theory of Poetry ..................................................................................... 12

C. Figurative Language ............................................................................... 13

a. Metaphor. ............................................................................................ 13

b. Simile .................................................................................................. 14

c. Personification..................................................................................... 14

d. Symbolism............................................................................................15

e. Metonymy ........................................................................................... 16

f. Allegory............................................................................................... 16

g. Overstatement ...................................................................................... 16

h. Paradox ................................................................................................ 17

i. Irony .................................................................................................... 17

j. Synecdoche ......................................................................................... 18

k. Theme .................................................................................................. 19

CHAPTER III .......................................................................................................... 20

RESEARCH FINDING ................................................................................... 20

A. The Analysis of “All that Time” Poem .................................................... 20

1. The Paraphrase of “All that Time” .............................................. 20

2. The Figurative Language in “All that Time” Poem ................... 24

3. The Theme of “All that Time” Poem ......................................... 29

B. The Analysis of “Bleeding” Poem ............................................................ 30

1. The Paraphrase of “Bleeding” Poem .......................................... 31

2. Figurative Language in “Bleeding” ............................................ 35

3. The Theme of “Bleeding” Poem ................................................ 41

CHAPTER IV ................................................................................................... 44

CONCLUSION AND SUGGESSTION ......................................................... 44

A. Conclusion ................................................................................................ 44

B. Suggestion ................................................................................................ 46

WORK CITED ................................................................................................. 47

APPENDIX ....................................................................................................... 48

CHAPTER 1

INTRODUCTION

A. Background of the Study

Poetry is one of literary work. According to Laurence Perrine, poetry is

defined as a kind of language that says intensely than ordinary language. In order

to understand this fully, we need to understand what it is that poetry “says”.

Because, language in poetry is employed on different occasion to say quite

different kinds of things; in order words, language has different uses (Perrine 3-4).

Language in the poetry expresses human’s emotion in written form. Many

emotions are expressed in poetry, such as anger, sad, love, desire and happiness.

Kinds of emotions are represented based on the theme or main idea in the poetry.

Poetry is written based on themes or main idea. So, theme or main idea is

one of the elements in poetry.

The idea in a poem is only part of the total experience it communicates. The

value and worth of the poem are determined by the value of the total

experience, not by the truth or nobility of the idea itself. This not to say that

the truth of the idea is unimportant, or that its validity should not be

examined and appraised. But good idea will not make a good poem, nor

need idea with which the reader does not agree ruin one (Perrine 149).

The idea occurs from poet’s mind that is influenced by emotions. From the

explanation above, the poet only writes a part of experiences. Then, the poet

improves contain of poetry by writing poet's imagination in the poetry. The

imagination described in languages that deliver kinds of emotions when people

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read the poetry. The language that is used in poetry is figurative language which

expresses the emotions by wider meaning of the common language.

Figurative language makes the standard language in poetry has other

meaning. According to Abrams M.H, “figurative language is conspicuous

departure from what users of language apprehend as the standard meaning of

word, or else the standard order of word, in order to archive some special meaning

or effect” (Abrams 96). Figurative language is classified into several kinds based

on their function in the poetry. They are: symbol, personification, overstatement,

metaphor, synecdoche, metonymy, understatement, simile, paradox and Irony

(Nims and Mason 18-85). Each kind of figurative language has different function

to translate the words in the poetry.

Figurative language in poetry uses connotative language, but also

sometimes poetry uses denotation. Denotation is, “the dictionary meaning of the

word” (Perrine 38). Denotative meaning can be found in the dictionary it is

ordinary meaning of the common language. Connotative language makes the

meaning of the common language have other function in the poetry. Connotation

is, “what is suggests beyond what it express: its overtones of the meaning”

(Perrine 38). For example, ‘blood is literally translated as fluid which flows in the

body’. But in connotative language, it can be different meaning. It can be a

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symbol or metaphor that identified other meaning from the common language. In

the poetry, figurative also has same function as connotation in the poetry.

Many poems use figurative language to represent the purpose of the poems

with more exploration of the language. One of the poets who use many figurative

languages in the poems is May Swenson. Anna Thilda May Swenson was born in

Logan at Utah on May 28, 1913. She attended Utah State University in Logan.

She won the Shelley Memorial Award of the Poetry Society of America. The other

collections of her literary works are book which receives almost major poetry

award in United States. May Swenson become one of America's most inventive

and incisive poet and editor at New Directions. Swenson’s work is wide and

varied; many of her poems delight in the natural world (M. Gantt and Crumbey 8-

9).

Two of May’s poems entitled “All that Time” and “Bleeding” use figurative

languages to deliver the exactly meaning of the poems. She lets the readers think

more to find the exactly meaning of her poems. Such as “All that Time” and

“Bleeding” poems, both of poem are collections of May Swenson’s love poems.

But, in the two poems, the love is no directly represented inside. She uses

figurative language to represent love in her poems.

The research analyzes two poems of May Swenson’s. The two poems

describe painful love by using figurative language. The two poems entitled “All

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That Time” and “Bleeding”. The two poems describe painful love as the main idea

or theme. Although love is not explicitly written in the poem, it can be known by

understanding the figurative languages in the two poems.

The first poem entitled “All That Time”. This poem uses trees as actors. The

poem describes trees as pair of human being. The poem tells about two trees

which have embraced each other since they were young. They are looked too

close from the top. So that, they are look like one and they cannot be a part. But,

the relationship actually not in a good condition. Because the second tree (she) or

the woman is more powerful and dominates the first tree (he) in their relationship,

it makes the first tree (he) or the man almost uprooted. She pulls him into her side

in all that time and makes him feels suffer. So that, he tries to weaken her down

and stop the woman. But, he has no power to make her down. The relationship

between them was not comfortable for a long time, but it was too late to part.

Because they embrace each other in all that time, so they are looked too closed

such a couple. The relationship between them is hurt, but they should be together

and accept the differences between them when the problems come to them.

The second poem entitled “Bleeding” tells about conversation between knife

and cut. Based on the conversation between knives and cut in the poem, the cut is

described as an abuse or victim of knife or abuser. The abuser does not want to

make the victim bleeding, but actually the victim’s blood makes the abuser have

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to make the cut deeper. If the cut becomes deeper, it should be bleed more. It will

never be stop, if the abuse or the victim does not attempt to stop the blood. Then

finally, the abuse or victim stops bleeding and the one who takes an advantage of

this case is the abuser.

Both of the May Swenson’s poems above have painful love themes. It can

be proved by analyzing figurative languages in the “All that Time” and “Bleeding”

poems. Then, the situation that May describes in the two poems. The love theme

is not explicitly represented in the poems, but May uses figurative language in the

poem. So that, the writer needs to analyze figurative languages in the two of

May’s poems to know the whole meaning. After knowing the whole meanings,

then the theme of the poems can be explained further. So, to analyze May

Swenson’s poems, it needs to know the meaning of figurative language in the

poem.

Based on the background above, the research is focused on love theme and

kinds of love that are represented in “All that Time” and “Bleeding” by May

Swenson. The main idea or theme of the two poems can be explained by

analyzing the figurative language to understand the meanings of the two poems

and identify the correlation of the two poems through their theme.

B. Focus of the Study

Based on the background above, the research focuses on theme and

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figurative language in “All that Time” and “Bleeding” poems to reveal the whole

meaning and to identify the themes. By analyzing figurative language in both

poems, the whole meaning can be understood. Then, the themes can be explained

and revealed, particularly painful love theme. The object of analysis in this

research is two poems of May Swenson, entitled “All that Time” and “Bleeding”.

C. Research Question

The research questions of this research are:

1. What kinds of figurative languages can be found in “All that Time” and

“Bleeding” poems?

2. How do the figurative languages convey the whole meaning and the theme

of the poems?

D. Significance of the Research

Significance of research is to understand figurative language of poetry,

because figurative language is one of the important elements of poetry. May

Swenson is a poet uses many figurative languages in her poems. Two of them are

entitled “All that Time” (1919) and “Bleeding” (1913-1989). Both of poems are

collections of May Swenson’s love poem. In those poems, there are many

figurative languages that represent love, especially painful love. Figurative

languages in her poems create the poems appropriate to be analyzed. This research

is hoped to be used as reference of the next analysis in the same topic.

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E. The Methodology of Research

Methodology of this research is divided into several parts. They are:

objective of research, method of research, technique of analysis, research

instrument, unit analysis, the time and place.

1. Objective of research

The purposes of this research are:

1. To know what kinds of figurative language in “All that Time” and “Bleeding”

poems.

2. To understand, analyze and explain how figurative language covey the

whole meaning and theme of “All That Time” and “Bleeding” poems.

3. Method of Research

The research uses qualitative method. Michael Quinn Patton and Michael

Cochran stated that qualitative research is marked by the purpose which talks

about socialization in human being. The research uses more words than number as

an object of analysis (2). This research analyzes words that are written in of “All

that Time” and “Bleeding” poems in detail because the purpose of this research is

to know what kinds of figurative language and how the figurative languages

convey the meaning and the theme of the two poems of May Swenson. Figurative

languages in both of poem are written by words. Thus, the research analyzes

figurative language to understand the whole meanings and theme of the two

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poems.

3. Technique of Analysis

This research uses descriptive analysis technique. The analysis is identified

the data as the object of analysis, “descriptive analysis is an iterative process, with

each step building upon others and requiring reconsideration and modification as

the researcher’s understanding of the phenomenon and the study unfold” (Morris

et al. 39 ). In the process analyzing poems, the data are repeatedly read until

finding the right meaning and find the phenomenon that is happened in the poems.

Then, the poems are paraphrased and analyzed especially figurative language to

know the whole meanings and the theme in and “All that Time” and “Bleeding”

poems.

4. Research Instrument

Instrument of research is a person who do the research, “the self is

understood to be a research instrument bringing the researcher’s situational

understanding, developed through previous action research, to bear on analysis of

social data” (Given 6). In this research, the instrument is I myself who analyze the

poems as the main data of this research. The main data of this research is two

poems of May Swenson entitled “All that Time” (1919) and “Bleeding” (1913-1989). In

addition, this research uses the other sources which relate to the topic as secondary

sources. The data is read, explored and analyzed to answer the research questions.

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5. Unit of Analysis

The unit analysis are two poems which are written by May Swenson. They

are entitled “All that Time” and “Bleeding”. The first poem entitled “All that Time”

that was published in 1919. The other poem is “Bleeding” that was published in

1913-1989, and both poems are published Utah University.

The first poem “All that Time” is found in the third edition book of Sound

and Sense: An Introduction to Poetry. The contents of the book are the theory of

poetry, the elements of poetry and some collections of poems which were written

by famous poets. The book was published in 1969 in United State of America by

Southern Methodist University and written by Laurence Perrine.

The other book is e-book entitled The Complete Love Poems of May

Swenson. Both of the poems are found in the e-book, published by Maxine Kumin

in New York in 2003. This book contains of collection of love poems which was

written by May Swenson.

6. The Time and Place

The research is done in Ciputat in 2017, at Department of English language

and Literature, Library of Faculty Adab and Humanities and at the UIN Syarif

Hidayatullah State Islamic University

CHAPTER II

THEORITICAL FRAMEWORK

In this chapter, the writer explains the previous research and the theory of

poetry. There are three previous researches, the first research entitled De-

Cartesianizing The Universe; May Swenson’s design of Wor(l)ds. The research

contains of Swenson’s works analysis. However, there is no research regarding

“All that Time”. In addition, there are also some researches of the thesis which

have the same method as the writer does but they have different unit of analysis.

They are entitled The Figurative Language and Theme of Green Day’s Song

Lyrics Jesus Suburbia, written by Muhammad Ryan Fauzi and the second research

is entitled A Theme Analysis Through Figurative Language and Imagery, written

by Torikun. The explanation about all above will be described below.

A. Previous Research

There is no research regarding “All that Time”, but there is only one

research regarding “Bleeding”. The research of “Bleeding” is entitled De-

Cartesianizing The Universe; May Swenson’s design of Wor(l)ds. The research

uses two poems as objects of analysis. One of them uses the same poem as the

writer’s analysis “Bleeding” but another poem uses different poem entitled “Feel

Me”. The research was written by Gudrun M.Grabher. The research consists of

Grabher’s analysis. Grabher compares Alicia Ostriker’s opinion and Rene

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Decartes with his philosophical preposition (Cogito ergo sum),

in her reading of this poem, ostriker says that “[b]y it sharply enclose from

“Bleeding” epitomizes vast questions of writing by and about women

because it is about the connection between bleeding and feeling, which our

culture are both believed to be natural to women, and bit disgusting, and

certainly threatening, while a dry superiority to feeling is a major sign of

desirable masculinity (Crumbley and M.Gantt 103).

However, Grabher prefers to Cartesian rationalizing. Grabher states that the

cut is Cartisian’s principle of cogito, ergo sum, and the bleeding is the result of the

wound: the cut has severed the I from the world. As a result, it is bleeding

(Crumbley and M.Gantt103). Grabher uses Cartesian principle to find the meaning

of cut in his analysis. He also analyzes symmetrical arrangement and figurative

language in the poems. From the previous research, the writer finds the meaning

of three objects in “Bleeding” poem (bleeding, cut, knife) and the way to analyze

poem. In addition, the two researches guide the writer to analyze the corpus.

In addition, there are many of researches have the same method as the

writer does, but the writer only uses two of them. Both of researches have

different unit of analysis by what the writer does in the research. The first research

analyzes lyrics of song. The research entitled The Figurative Language and

Theme of Green Day’s Song Lyrics Jesus Suburbia. It is a thesis which was written

by Muhammad Ryan Fauzi. He identifies figurative language in lyrics of Green

Day song entitled “Jesses of Suburbia”. Fauzi tries to reveal theme of the song in

his thesis by analyzing figurative language in the song’s lyrics.

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The second research is thesis entitled A Theme Analysis through Figurative

Language and Imagery, written by Torikun. In the thesis, Torikun analyzes

figurative language and imagery to reveal the theme of Robert Frost poems

entitled “Acquainted with the Night” and “Desert Places.” He tries to reveal the

theme of the two poems by analyzing figurative language and find the correlation

of the two poems.

Thus, the writer uses one previous research and two researches analysis as

the references to do the research. The differences between this research and the

previous researches are the poem that is used to compare “Bleeding” poem and

the way of analyzing the poems. This research analyzes the meanings of figurative

language to know the whole meaning and the theme the two poems, while the

previous research analyzes the figurative language in the “Bleeding” poem by

using Cartesian principle. Then, the previous research analyzes “Bleeding” and

“Feel Me” poem to find the similarities of symmetrical arrangement in May’s

poetry. The other researches analysis use different unit analysis. Since the research

analyzes the poetry, the writer uses the theory of poetry, especially figurative

language as one of the elements of poetry and theme.

B. Theory of Poetry

There are many definitions of poetry that are explained, one of them is in

Sound and Sense; an Introduction to Poetry. Perrine states that poetry might be

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defined as a kind of language that says it more intensely than does ordinary

language. In order to understand this fully, we need to understand what it is that

poetry “says”. Language is employed on different occasion to say quite different

kinds of things; in other words, language has different uses (3). In addition, the

elements of poetry are: denotation and connotation, imagery, figurative language,

allusion, meaning and idea, tone, musical devices, pattern, sound and meaning

(Perrine 11). There are many kinds of elements in poetry, but the writer only uses

some of the elements namely: figurative language to know the whole meaning and

theme in “All that Time” and “Bleeding” poems.

C. Figurative Language

Poetry uses connotative and denotative language, but there are more

connotative languages in the poetry. Such as figurative language in the poetry that

has connotative meaning, “figure of speech is any way of saying something other

than the ordinary way” (Perrine 65). Figurative language is divided to several

kinds: metaphor, personification, metonymy, symbol, allegory, paradox,

overstatement, understatement and irony (Perrine 64-109).

a. Metaphor

People in this world usually compare two unrelated objects but they have

some common characteristics as metaphor in the poetry. Perrine states that

metaphor is the comparison is implied – that is, the figurative language term is

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substituted for or identified with the literal term (Perrine 65). While, in another

source understanding of metaphor is, “metaphor is from the Greek word for

transfer” (Nims and Mason 20). For example: Shakespeare writes in “Spring” that

“merry larks are plough men’s clocks” (Perrine 11). He transfers larks to the clock

function. The other exaple is when Tennyson writes in the “Eagle” poem that

“claps the crag with crooked hands”. The poet compares crag of eagle and hand’s

function (Perrine 5).

b. Simile

Sometimes people compare two objects alike, although each object has

different appearance or even function. It is likewise simile in poetry. Simile is “the

comparation that is expressed, by the used of some words or phrases such like,

then and as similar to resembles” (Perrine 65). Likewise, Nims and Mason in

Western Wind state that simile is alike, and they define that they use simile when

they say something like another (20). For example: when Tennyson writes “the

eagle falls like a thunderbolt” (Perrine 65). It is the comparison of two objects in

the quickness both of objects.

c. Personification

In poetry, poet usually uses term of object to represent human characteristics.

It is personification in poetry, “Personification consists in giving the attributes of a

human being to an animal, an object, or an idea. It is really a subtype of metaphor,

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an implied comparison in which the figurative term of the comparison is always a

human being” (Perrine 67). However, Judith A. Stanford states that

personification means giving the name to extinct object representative of a human

being (49). For example: when Frost calls the sun a wizard and the moon a witch,

he personifies object, because moon is not shaped like a human as a witch that is

described in our imagination when the word witch or wizard are mentioned

(Perrine 67). Other example, Keats describes autumn as a harvester sitting

careless on granary floor, autumn cannot make a movement by itself except it is

used by human being, but in this poetry autumn is described as harvester can sit

by itself. In the Browning reference to, “the startled little waved” (Perrine 55).

d. Symbolism

Young people, when they are in gathering with their friends. Usually they

use certain terms of language to one object and it has another meaning. In poetry,

there is certain term as a symbol. Perrine explains that symbol has a meaning

more than the word itself (83). However, another meaning of symbol is, “an image

that stands more that it denotes literally, is like metaphor in that it transfers

meaning from one thing to another” (Nims and Mason 50). Perrine puts the

example, “the road not taken” which means that there is someone that walks in the

wood then he should choose one of two roads in front of him, he puts one and go

to the other after finish the first road, but he even does not know he can back and

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continue the next road (83).

e. Metonymy

Metonymy is used to generalize sign of name relates to ordinary meaning of

object. Perrine states that metonymy uses something closely related for the thing

actually meant, it is alike in both substitute some significant detail or aspect of an

experience for the experience itself (69). Perrine also puts the example of Robert

Frost’s poem “Out Out”, when he describes an injured boy holding up the cut

hand, it represent how many blood that out from the wound (69). So “Out Out”

represent blood that out from the skin.

f. Allegory

The meaning of allegory is, “a narrative or description that has a second

meaning beneath the surface one. Although the surface story or description may

have its own interest, the author’s major interest is in the ulterior meaning”

(Perrine 91). Perrine uses the story of Pharaoh in the Bible as the example, has a

dream in which seven fat kine are devoured by seven lean kined, the story does not

really become significant until Joseph interprets its allegorical meaning: that

Egypt is to enjoy seven years of fruitfulness and prosperity followed by seven

years famine (91).

g. Overstatement

Overstatement is hyperbole that makes exaggerated effect of language in

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poetry, “Exaggeration but exaggeration in the service of truth” (Perrine 110). On

the other hand, Nims states that overstatement is called hyperbole in Greek,

throwing, beyond the mark (Nims and Mason 85). Perrine also takes a poem of

Tennyson untitled “Eagle” as an example. The poem represents someone close to

the sun in a lonely hand, but it is actually impossible to do. It is impossible that a

person can cover the sun only using one hand, because actually sun is the bigger

than world where people live (111).

h. Paradox

Understanding paradox is, “an apparent contradiction that is nevertheless

somehow true. It may be either a situation or statement” (Perrine 109).

Furthermore, there is another definition that, “paradox–a statement that seems to

imply–was a fact of life long before it was literary figure. In its Greek form, so the

word means contrary to expectation” (Nims and Mason 76). In addition, Perrine

puts Alexander Pope’s literary critics: damn with faint praise the word damn

express to be negative emotion, but it pairs with praise it function to put more

emotion in this poem (109).

i. Irony

People sometimes tell the thing by using language that normally signifies

the opposite to exclaim humor or satire. Perrine considers that irony is the same as

paradox, that irony has meanings that extend beyond its use merely as figure of

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speech. Irony is divided into two: verbal irony and situational irony (112-117).

The first irony is, “Verbal Irony, saying the opposite of what means, is often

confused with sarcasm and satire, and for the reason it may be well to look at the

meaning of all three term” (Perrine 113).

“Sarcasm is simply bitter or cutting speech, intended to wound the feelings

(it comes from Greek word meaning to tear flesh). Satire is more formal

term, usually applied to written literature rather that to speech and ordinarily

implying a higher motive: it is ridicule (either bitter or gentle) of human

folly or vice, with the purpose of bringing about the reform or at least of

keeping other people into similar folly or voice” (Perrine 113).

The second irony is situational irony. Perrine states that irony occurs when there is

a discrepancy between the actual circumstances and those that would seem

appropriate or between what actually comes to pass. In the other hand, Nims and

Mason state that irony directs their attention, in any of several ways, to a play of

opposites (77).

j. Synecdoche

Synecdoche is also used in the poems. It makes language more diverse in

poetry. The understanding of synecdoche, “In synecdoche (Greek for ‘taking

together’), a part of something is use to signified the whole, or (more rarely) the

whole is used to signify a part” (Abrams 98). While Perrine states that synecdoche

is the application of the part for the whole (69). For example, ten hands mean ten

workmen. Synecdoche is used to the known object which relates one and another,

then readers can understand the purpose of synecdoche as a habitual language.

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D. Theme

Theme in poetry can be known when same word, phrase or sentence is

frequently found in the poetry; “theme is sometimes used interchangeable with

‘motif’, but the term is more useful applied to general concept or doctrine,

whether implicit or asserted, which imaginative work as designed to incorporate

and make persuasive to the reader” (Abrahams 170). Furthermore, theme can be

known by finding motif in the poetry. Motif in A Glossary of Literary Term is,

“conspicuous element, such as a type of incident, device, reference, or formula

which occurs frequently in works of literature” (Abrams 169). Motif can be

simply known in the poem, because it often appears in certain part of poetry. After

knowing what kind of motif in the poetry, then the theme can be known.

Thus, this research uses figurative language to know whole meaning of “All

that Time” and “Bleeding” poems. After finding the whole meaning of the poems,

the writer can found the theme of the two poems and consider the correlation of

the two poems.

CHAPTER III

RESEARCH FINDING

In this chapter, the writer discusses the research questions: what kinds of

figurative languages and how the figurative language conveys the meaning and

theme of two poems of May Swenson entitled “All that Time” and “Bleeding”

poems.

A. The Analysis of “All that Time” Poem

The poem of “All that Time” is described and analyzed by using poetry

theory through some elements of poetry namely: meaning, speaker, condition,

audience, figurative language and theme. Before analyzing it, to understand the

poem is firstly by paraphrasing it, as it is written below.

1. The Paraphrase of “All that Time”

“All that Time” is one of love poems which were written by May Swenson.

The poem was published in 1919. The poem consists of 5 stanzas and 35 lines. To

know more about the poem, below is the poem of “All that Time”:

All that Time

I saw two trees embracing.

One leaned on the other (1)

as if to throw her down

But she the upright one. (4) Since their twin youth, maybe she

Had been pulling him toward her

All the time, (7)

And finally almost uprooted him. (8)

He was the thin, dry, insecure one,

The most wind-wrapped, you could see. (10)

And where their top tangled

It looks like he was crying

On her shoulder. (13)

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On the other hand, maybe he

Had been trying to weaken her,

Break her, or at least

Make her bend

Over backward for him

Just a little bit. (19)

And all that time

She was standing up to him

The best she could. (22)

She was the most stubborn, The straightest one, that’s a fact. (24)

But he had been willing

To change himself

Even if it was for the worse All that time. (28)

At the top they looked like one

Tree, where they were embracing. (30)

It was plain they’d be

Always together. (32)

Too late now to part.

When the wind blew, you could hear Them rubbing on each other. (35)

This poem describes the speaker point of view that tells about pair of human

being who is symbolized by trees. The speaker also uses pronoun ‘he’ and ‘she’.

The pronoun ‘he’ is representation of a man and the pronoun ‘she’ is a

representation of woman. The story is told by ‘I’ as a speaker of this poem.

In understanding the poem, it is divided into 13 parts based on the sentence. In the

first sentence, the speaker tells about two trees are embracing “I saw two tree

embracing” (1). Two trees are symbol of pair human being, so the speaker

describes the situation when the pair of humans embracing. In the second

sentence, the speaker continues the story that the first tree (he) leans to the other

tree (she) but (he) is looked like wants to throw her down. However, it is not easy

to make her down because she is the upright woman. Although they are looked

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like embracing like happy couple, but actually they are not. “One leaned on the

other/ as if to throw her down/ But she the upright one” (2 – 4).

The next is the third sentence. The speaker describes the other tree (she)

pulls him since they were young. She always pulls him, until makes him almost

uprooted. So that, the second tree (she) is the cause of the first tree (he) throws her

down. “Since their twin youth, maybe she/ Had been pulling him toward her/ All

the time/ And finally almost uprooted him” (5 – 8). The fourth sentence represents

that she only causes him feeling suffer, because she makes him thin, dry and

insecure as the trees stricken by tornado “He was thin, dry, insecure one/ The

most wind-wrapped, you could see” (9 – 10).

The fifth sentence describes the situation when wind makes the top of trees

are tangled, the speaker thinks that (he) is crying on her shoulder “And where

their top tangled/ It looks like he was crying/ On her shoulder” (11 – 13). The

sixth sentence is continuous of the sentence before. The sentence shows when his

top tangled, he is actually not crying but he is trying to make her down. He tries to

break her. If he cannot do it, at least he can make her bend a little bit “On the

other hand, maybe he/ Had been trying to weaken her/ Break her, or at least/

Make her bend/ Over backward for him/ just a little bit/ and all that time/ she was

standing up to him” (14 – 21).

The seventh sentence still relates with the sixth sentence. How many times

he tries to make her down, but she is still besides him and really do the best for

him. The next is the eighth sentence, the speaker emphasizes that she is a stubborn

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and persistent woman “The best she could/She was the most stubborn/ The

straightest one, that the fact” (22 – 24).

In the ninth sentence, the speaker tells that he had been planning to change

himself. Even his planning finally only makes him or relationship or situation

worse “but he had been willing/ to change himself/ even if it was for the worse/

All that time” (25 – 28). The tenth sentence describes the appearance of the two

trees on the top. They are looked like one tree and embracing each other until they

are looked like one tree. “At the top they looked like one/ Tree, where they were

embracing” (29 – 30).

Based on the sentence above, it tells about the two trees that are looked like

too close from the outside. Because they are too close, they cannot be a part. They

are in relationship; they have no choice to be a part. The time is running and too

late to part. There is no separation before late. They might be a part before, but

they were not. Then in the eleventh sentence, it shows that they will always

together “It was plain they’d be/ Always together” (31 – 32). Because people

outside think that they live together and become too closed in a long time. So that,

people think that they will always together. Even in the twelfth sentence, they

cannot part because it is too late “Too late to part” (33).

Furthermore, the last sentence is the continuous sentence above. The

sentence describes the situation when the wind blows the speaker hears the two

trees are rubbing. On the other hand, there is no choice but to survive in such a

relationship. Although there are many problems and differences between both of

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them “When the wind blew, you could hear/ Them rubbing on each other” (34 –

35).

In short, the speaker is observer of the two trees or two person’s

relationship. The situation in the relationship of the couple is described based on

the speaker point of view. The speaker describes how is they are looked like from

the outside. They are embracing like lovely couple, but actually they are in

conflict.

2. The Figurative Language in “All that Time” Poem

In the first sentence, the speaker tells about two trees embracing, “I saw two

tress embracing” (1). The gerund of embracing in this sentence is a

personification, because trees cannot embrace like human being. Perrine states

that personification consists in giving the attributes of human being to an animal,

an object or an idea (67). Furthermore, both of trees are symbol of human or

persons. Such as the explanation, “Symbol is that defined as something that means

more than what it is” (Perrine 83). Then, embracing is symbol of relationship ties

between the two persons whom the speaker tells about.

Furthermore, the speaker also describes that the first tree (he) leaned to the

other tree in the second sentence. The word leaned in this sentence personification

because trees cannot lean or move as a human’s action. On the other hand, the

word lean here is not denotative, but it is connotative that means depending or

relaying. He relaying to her until he is looked like wants to throw her down. The

verb as if to throw her down is denotative that means like he wants to make her

down and weak. There is no reason why he wants to make her down in these

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sentences. But, she is the upright one, she is the woman who always focuses to

her goal and never change the mind. So that, they are embracing in a long time as

she wants. The phrase upright one is denotative that means principled one. So, she

will not easy to be down and weak to reach her goal, “One leaned on the other/

As if to throw her down/ But she was the upright one” (2 – 4).

The third sentence has allegorical meaning, “Since their twin youth, maybe

she/ Had pulling him toward her/ All that time/ And finally almost uprooted him”

(5 – 8). The sentence tells that they had lived together since they were young. She

always pulls him to her side, so they are looked like embracing. But actually, she

only makes him feeling suffer. He feels suffer because of her, but he cannot stop

her. Allegory can be defined “as a narrative in which characters and even stand for

ideas and actions on another level” (Nims and Mason 60). So, this sentence

describes the man condition who feels suffer because of the woman, until he

finally decides to make the woman down and stop embracing him. The fourth

sentence is the continuation of the sentence before. Because she makes him

miserable, she causes him looked thin, dry, insecure one as the withered trees that

is attacked by tornado, “He was this, dry, insecure one/ The most wind-wrapped,

you could see” (9 – 10). From the sentences above, the poem attempts to describe

the relationship between them. They live together but they do not in a good

condition in their relationship. Because some reasons, the woman always

embraces him. On the other hand, he is burdened because of the woman. But in

these sentences, there is no clue of the reason they live together. Whether they are

a couple or not.

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When the top of the trees tangled in the fifth sentence, it seems like he is

crying on her shoulder, “And where their tops tangled/ It looked like he was

crying/ On her shoulder” (11 – 13). There is sign of similarity that is like, as a

sign of simile. However, the tree does not have shoulder like human being. So

that also, it is personification, because it has characteristic of human being. This

sentence describes, the man is looked like crying on the woman shoulder, as he

regretting his powerlessness. In this poem, the speaker attempts to deliver the

possibility of the situation between the two trees or humans.

The sixth sentence represents that there is possibility that is described by the

speaker. The speaker thinks that he is not crying, but he is trying to weaken her.

“On the other hand, maybe he/ Had been trying to weaken her/ Break her, or at

least/ Make her bend/ Over backward for him/And All that time/ She was standing

up to him/ The best she could” (14 – 22). Weaken up in this sentence is a

personification because trees does not have feeling or emotional like human

being. Furthermore, he also wants to break her or at least make her bend over

backward him just a little bit. So that, this sentence means he wants to make her

lose her strength or power. So that, at least he can makes her in the same position

as him. However, in the seventh sentence the speaker shows that all of his effort

to makes her down is useless. How many times he attempts to make her down, but

she still stays beside him and do the best she could to him. This sentence shows

that she will stay beside him, although he attempts to make her down. It is

actually hard for the woman to keep the relationship between her and him, but she

wants him to be her side. On the other hand, the man feels uncomfortable in the

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powerlessness in the relationship between the woman and him. In the relationship

between man and woman, the man should be powerful. But in this poem, the

woman is described more powerful than the man.

The eighth sentence has denotative meaning that reveals that she was

stubborn and straightest one “she was the most stubborn/ the straightest one, that

the fact” (23 – 24). The word straightest is translated to be persistent woman that

describes a struggle woman and will not be easy to be down in this poem. Same as

the eighth sentence, the sentence is ninth sentence has denotative meaning, “But

he willing to change himself /Even if it for the worse/ All that time” (25 – 28). The

sentence describes the man who has planning to change himself even if it only

makes his condition, relationship, or situation worse forever. No matter how

stubborn the woman, the man still wants to change himself or the situation that

makes him is looked powerless in the relationship between the man and the

woman.

In the tenth sentence, the speaker describes the condition of the two trees

that is looked like one the top. Phrase one tree is a metaphor, because the poet

uses one tree to identify the relationship between the man and the woman from

the outsiders who notice their relationship, “At the top they looked like one/ Tree,

where they were embracing” (29 – 30). The speaker describes they are looked like

one tree, it represent the relationship between the man and woman is too close.

There is simile’s sign posting (like), so that it is simile. Furthermore, the phrase

one tree is metaphor. They were looked too close one, it shows to outsiders that

they will always together. If they plan to part, it will be too late now. There is no

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clue of the reason they cannot be a part. They live together in a long time, people

outside think that they are in a good relationship and never be a part. Not only live

together, they are also described the poem embracing. They are embracing until

looked like one tree. So cannot be a part. Such as the description in eleventh and

twelfth sentence, “it was plain they’d be/ Always together/too late to part” (31 –

33), they are always together. The sentences above, the poems finally reveals that

the two persons that symbolized by trees is closed one each other. They have

relationship ties, so they cannot be part. The time passing through, but there is no

separation before now. For the reason, they are looked like a couple who are

bound by relationship ties between a man and woman. Then now, there is no

choice but live together. Although there are many contradictions between them,

they still live together accepting the differences between them. So, these sentences

clarify that the two persons in this poem are a couple who have relationship and

they cannot be a part for some reasons.

In the last sentence, the speaker tells that the wind makes them rubbing one

each other in their togetherness, “When the wind blew, you could hear/ Them

rubbing on each other” (34 – 35). The word wind is a metaphor that represents

problem or differences between them. The two trees rubbing because in their

relationship there are many problems and differences but they are live together.

So that, rubbing is metaphor that represents misunderstanding that happens when

the problems come to their relationship.

Based on the analysis above, the meanings are delivered through figurative

language. There are many figurative languages in this poem. There are 5 kinds of

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figurative language in “All that Time” poem. They are: 4 personifications, 3

metaphors, 2 similes and 2 symbols, 1 allegory. So that personification is on most

numerous in this poem.

In short, this poem represents love story which uses trees as a symbol a

couple. The poem represents relationship of couple who spend relationship with

painful love. They live together with many problems and differences between

them. In this poem, the woman is described dominated has more strength or

power than the man in the relationship. So that, the man feeling suffer and

attempts to make her down. However, the man has no power to make the woman

down. As the result, he only attempts to change himself, even if it is caused him,

or relationship or situation worse. Each sentence in the poem describes condition

of the man and woman alternately. The love in this poem is not implicitly written

in the poem, but the whole meaning of poem can be known after finding the

meaning of each figurative language in the poem. Furthermore, the theme of the

poem can be known after knowing the whole meaning of poem. Thus the poem

can be known as a pain of love story, through analyzing figurative language in the

poem.

3. The Theme of “All that Time” Poem

From the analyzing above, the theme of this poem is identified as a painful

love. By using figurative language, the poem describes love between pairs of

human being that are symbolized by two trees. The first tree is representation of

woman and the other one is a man. In their relationship, the woman is described

that she has more strength and power in the relationship. So the man attempts to

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make her down and weak. However, they are looked like a happy couple from the

outside, which shows they will be together. Even if they pain to part, it is too late.

They will not be able to separate, although there are many differences between

them. Thus, after analyzing the whole meaning of figurative language and words

in the poem, it is about painful love between two persons.

The figurative language in the poem is represented the relationship between

pair of human being, they live together and they cannot separate. There are many

pains in their relationship, but they accept them and continue to live together. In

the poem, the woman is more powerful than the man, while the man cannot do

anything. She makes him almost feeling suffer and makes the man plans to

weaken her.

The poem tells about the two persons as a couple. It is about love between

two persons who spend their relationship with many differences between them.

But love is not explicitly described in the poetry. It can be known after reading

whole meaning of the poem through analyzing figurative language. After knowing

the whole the meaning of the poem, the theme of the poem can be known. So that,

by analyzing figurative language in this poem, the writer can conclude that the

theme of this poem is painful love.

B. The Analysis of “Bleeding” Poem

The theme of “Bleeding” poem is described and analyzed by using poetry

theory through some elements of poetry namely: meaning, speaker, condition,

audience, and figurative language, each word describes the theme of “Bleeding”

poem.

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1. The Paraphrase of “Bleeding” Poem

“Bleeding” poem is one of love poems which was written by May Swenson.

The poem was published in 1913-1989. This poem consists of 1 stanza that has 34

lines. To know more about the poem, below is the poem of “Bleeding”:

Bleeding

Stop bleeding said the knife.

I would if I could said the cut. Stop bleeding you make me messy with the blood.

I’m sorry said the cut.

Stop or I will sink in farther said the knife.

Don’t said the cut.

The knife did not say it couldn’t help it but

it sank in farther. (8) If only you didn’t bleed said the knife I wouldn’t

have to do this.

I know said the cut I bleed too easily I hate that

I can’t help it but I wish I were a knife like

you and didn’t have to bleed.

Well meanwhile stop bleeding will you said the knife.

Yes you are mess and sink in deeper said the cut I

will have to stop. (16) Have you stopped by now said the knife.

I’ve almost stopped I think.

Why must you bleed in the first place said the knife.

For the same reason maybe that you must do what you

must do said the cut.

I can’t stand bleeding said the knife and sank in farther.

I hate it to said the cut I know it isn’t you it’s

me you’re lucky to be a knife you ought to be glad about that. Too many cuts around said the knife they’re

mess I don’t know how they stand themselves.

They don’t said the cut. (27)

You’re bleeding again. No I’ve stopped said the cut see you are coming out now the

blood is drying it will rub off you’ll be shiny again and clean.

If only cut wouldn’t bleed bleed so much said the knife coming

Out a little. But then knives might become dull said the cut.

Aren’t you still bleeding a little said the knife.

I hope not said the cut.

I feel you are just a little.

Maybe just a little but I can stop now. I feel a little wetness still said the knife sinking in a

little but the coming out a little.

Just a little maybe just enough said the cut.

That’s enough now stop now do you feel better now said the knife.

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I feel I have to bleed to feel I think said the cut.

I don’t I don’t have to feel said the knife drying now becoming shiny. (44)

The poem consists of 1 stanza that has 43 lines. For the paraphrase, the

writer divides the stanza to be 4 parts, because the poem has only 1 stanza in 34

lines. In analyzing figurative language of the poem, the writer divides the poem

into 11 parts based on the sentence. This poem is about a conversation between

‘Knife’ and ‘Cut’. The ‘Cut’ and the ‘Knife’ are the speakers in this poem. They

use pronoun I alternately. The ‘Cut’ and the ‘Knife’ are represented pairs of

human being.

The first part describes the situation when the ‘Knife’ commands the ‘Cut’

to stop bleeding. However, the ‘Cut’ cannot stop bleeding, although it tries to

stop. The ‘Knife’ repeatedly commands the ‘Cut’ to stop bleeding because the

blood makes ‘Knife’ messy. The ‘Cut’ feels sorry for making the ‘Knife’ messy,

but it cannot help. Although the ‘Knife’ has known that the ‘Cut’ cannot stop by

itself, the ‘Knife’ threats the ‘Cut’ to sinks in farther if the ‘Cut’ does not stop

bleeding. Although, the ‘Cut’ forbids it, the ‘Knife’ ignores the ‘Cut’ and it sinks

in the farther. The ‘Knife’ did not tell the cut that the ‘Knife’ could not help it.

Stop bleeding said the knife.

I would if I could said the cut.

Stop bleeding you make me messy with the blood.

I’m sorry said the cut.

Stop or I will sink in farther said the knife.

Don’t said the cut.

The knife did not say it couldn’t help it but

it sank in farther (8)

The second part is the continuous conversation of the part before. The

‘Knife’ tells the ‘Cut’ if only the ‘Cut’ does not bleeding, the by ‘Knife’ does not

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have to sink in farther. On the other hand, the ‘Cut’ agreed to be blamed by

‘Knife’ because it is easily bled. The ‘Cut’ also hates to be powerless to stop

bleeding. So the ‘Cut’ wishes to be ‘Knife’ because the ‘Knife’ does not have to

bleed. If the ‘Cut’ wants to be the ‘Knife’, so the ‘Cut’ should stop bleeding.

Finally, the ‘Cut’ decides to stop the blood because it makes the ‘Knife’ being

messy and sinking deeper with blood.

If only you didn’t bleed said the knife I wouldn’t

have to do this.

I know said the cut I bleed too easily I hate

that I can’t help it but I wish I were a knife like

you and didn’t have to bleed.

Well meanwhile stop bleeding will you said the knife.

Yes you are mess and sink in deeper said the cut I will have to stop (16)

Third part, it still relates to the conversation before. After knowing that the

‘Cut’ wants to be the ‘Knife’, then the ‘Knife’ commands the ‘Cut’ to stop

bleeding. The ‘Cut’ answers the ‘Knife’ that it almost stops. However, the ‘Knife’

realizes that the ‘Cut’ still bleeds at the first place. Furthermore, the ‘Knife’ asks

the ‘Cut’ why the ‘Cut’ still bleeds in the first place. However, the ‘Cut’ answers

that the ‘Knife’ only did what it had to do and the ‘Cut’ does not blames the

‘Knife’. The ‘Knife’ tells the ‘Cut’ that the ‘Knife’ cannot do as the ‘Cut’ does,

then it still sinks in farther. On the other hand, the ‘Cut’ hates to bleed easily; the

‘Cut’ thinks that the ‘Knife’ should be glad to be a ‘Knife’. Because, the ‘Knife’

does not have to bleed like the ‘Cut’ do. Meanwhile the ‘Knife’ wonders why

there are many ‘Cuts‘ messy with the blood and how they stand themselves. Then,

the ‘Cut’ answers that they do not which means they cannot stand themselves

when they messy of blood.

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Have you stopped by now said the knife.

I’ve almost stopped I think.

Why must you bleed in the first place said the knife.

For the same reason maybe that you must do what you

must do said the cut.

I can’t stand bleeding said the knife and sank in farther.

I hate it to said the cut I know it isn’t you it’s

me you’re lucky to be a knife you ought to be glad about that. Too many cuts around said the knife they’re

mess I don’t know how they stand themselves.

They don’t said the cut (27)

The last part of the poem is still the continuation of the conversation before.

The blood makes both of the ‘Cut’ and the ‘Knife’ are messy. Then, the ‘Cut’

have to stop bleeding to be like the ‘Knife’. However, the ‘Knife’ tells the ‘Cut’

that it bleeds again, but the ‘Cut’ denies it. The ‘Cut’ stops the blood out and tells

the ‘Knife’ that the blood is dried and it will be rub off. So that, the ‘Knife’

becoming shiny. But then, the ‘Cut’ reminds the ‘Knife’ that knives will be dull

without blood. So the ‘Knife’ convinces itself that the ‘Cut’ still bleeding by

asking the ‘Cut’. The ‘Cut’ hopes that it stops bleeding, but the ‘Knife’ still feels

the blood. Then, the ‘Knife’ still sinks into the ‘Cut’ a little, then coming out a

little. The ‘Cut’ tells the ‘Knife’ that it bleeds a little but it can stop. The ‘Knife’

realizes that the ‘Cut’ stop bleeding and convinces itself about the ‘Cut’ feeling.

However, the ‘Cut’ cannot feel anymore, and the ‘Cut’ should bleed again to

know the feeling. On the other hand, the ‘Knife’ becoming shiny and it refuses to

make the ‘Cut’ bleeding again.

You’re bleeding again. No I’ve stopped said the cut see you are coming out now the

blood is drying it will rub off you’ll be shiny again and clean.

If only cut wouldn’t bleed bleed so much said the knife coming

Out a little.

But then knives might become dull said the cut.

Aren’t you still bleeding a little said the knife.

I hope not said the cut.

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I feel you are just a little.

Maybe just a little but I can stop now. I feel a little wetness still said the knife sinking in a

little but the coming out a little.

Just a little maybe just enough said the cut.

That’s inough now stop now do you feel better now said the knife.

I feel I have to bleed to feel I think said the cut.

I don’t I don’t have to feel said the knife drying now

becoming shiny. (44)

In short, the poem tells about the conversation between the ‘Knife’ and the

‘Cut’. The speakers in this poem are both of the ‘Knife’ and the ‘Cut’. They use

pronoun of the first person I. The knife is the abuser and the second one is the

victim or abuse. The abuser is a person who is cutting or hurting. Furthermore, the

victim is a person who is easily bleeding. The abuser demands the victim to stop

bleeding; while the victim has no power to stop the blood comes out. In addition,

this poem describes the situation in the relationship between the abuser and the

victim from the conversation between the abuser and the abuse. The abuser does

not want the abuse or victim bleeding. So that, the abuser demands the ‘Cut’ or

abuse stop bleeding and threatens to sink in further if victim does not stop

bleeding. Furthermore, the abuser cannot stop cutting because of the blood that

come out of the cut. The abuse or victim finally attempts to stop bleeding, then the

abuser becoming shiny.

2. Figurative Language in “Bleeding”

In order to understand more about the meaning of the poem, it needs to

analyze its meaning more deeply by analyzing figurative, because in the

“Bleeding” poem there are many figurative languages inside. In the first sentence

of the poem, the poet describe the ‘Knife’ commands the ‘Cut’ to stop bleeding,

“Stop bleeding said the knife” (1). The poem describes the ‘Knife’ talking like

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human being, it can be regarded as a personification. Then, the ‘Knife’ commands

the ‘Cut’ to stop bleeding. Bleeding is symbol of loving, “Red is usually

associated with life, danger or passion” (Keller). People know blood has same

color as common symbol of a heart or love, they have red color which means

passion. Love can be felt when people have passion or desire for someone or a

thing or situation which they love. In this poem blood as a symbol of love that

represent the feeling of the ‘Cut’ to the ‘Knife’. Same as love, bleeding is a

gerund that means loving as a gerund.

The second sentence, the ‘Cut’ answer the ‘Knife. The ‘Cut’ is a symbol of

an abuse or victim. It can be seen in the conversation between the ‘Knife’ and the

‘Cut’ which illustrates that the ‘Knife’ ask the ‘Cut’ to stop bleeding but the ‘Cut’

is disable to stop by itself, “I would if I could said the cut” (2). Furthermore, in

the third sentence the ‘Knife’ also blames the ‘Cut’ or abuse or victim because it

makes the ‘Knife’ messy with the blood, “you make me messy with the blood” (3).

The ‘Knife’ is a symbol of abuser, because actually the ‘Knife’ is a sharp object

which causes the ’Cut’ or abuse or victim bleeding. In the other hand, the ‘Knife’

or the abuser diverts the accusation to the abuse or victim for making the abuser

messy with the blood. In the real life, knives do not have mind to blame like

human’s act, so it is personification, “Stop bleeding you make me messy with the

blood” (3). The word messy with the blood represents how much love of the

abuse or victim around the abuser and it only makes the abuser messy with the

loves. It is hyperbole’s function to represent exaggerated feeling.

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In the fourth sentence, the abuse or victim feels sorry for loving and making

the abuser messy with the love, although the love comes because of the abuser.

This is situational irony, the ‘Knife’ is the abuser who makes the abuse or victim

loving but the abuse or victim should apologizes to the abuser, “I’m sorry said the

cut” (4). This situation represents loving is looked like a mistake between abuse

and abuser.

Furthermore in fifth sentence, the word sinks in farther is metaphor that

describes the abuser will leave the abuse or victim if still there is love between

them. But, separation only makes the abuse loses the abuser. The abuse or victim

asks the abuser to stay, but the abuser does not say anything. The abuser cannot

stop and continues to leave, “Stop or I will sink in farther said the knife. /Don’t

said the cut. /The knife did not say it couldn’t help it but/ it sank in farther” (4 - 8).

In the sixth sentence, the abuser explains the reason why the abuser should

leave from the abuse or victim. If only the abuse or victim does not love the

abuser, the abuser should not to leave. But love cannot be lost, the abuse or victim

also regrets to be too easily to love, but the abuse or victim cannot stop loving.

The abuse or victim wish becomes the abuser. When the abuse or a victim wishes

to be the abuser, it can be paradox. Because the abuser can do what the abuser

wants to do, including does not have to love the abuse or the victim like the victim

do to the abuser. So that, the abuse or the victim just tell the abuser wants to be

the abuser, although it is impossible. Furthermore, the abuse or victim hopes to be

like the knife, it is a simile. Because like is simile’s mark. Because of love, the

abuser become messy and should leave the abuse or victim. So the abuse or the

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victim should stop loving to make the abuser does not leave or messy with love,

“If only you didn’t bleed said the knife I wouldn’t / have to do this. /I know

said the cut I bleed too easily I hate / that I can’t help it but I wish I were a knife

like / you and didn’t have to bleed/ “Well meanwhile stop bleeding will you

said the knife. / Yes you are mess and sink in deeper said the cut I /will have to

stop (9 – 16).

In the seventh sentence, the abuser asks the abuse or victim whether it has

stopped. Then, the abuse or victim answers the abuser that it is almost stopped.

Meanwhile, the abuser wonders why the abuse or victim is still bleeding in the

first place. The phrase of the first place in this stanza has another meaning. It

identifies time when the first time the abuser and victim met; this phrase shows

the reader that the abuser and the abuse or victim has met before. So, this phrase is

metaphor, “Have you stopped by now said the knife./ I’ve Almost stopped I

think/ Why must you bleed in the first place said the knife” (19).

Then the eighth sentence, the abuse or the victim answers that the abuse or

victim only does as the abuser does. Loving is a must for abuse or victim like the

abuser must causes a love and love comes from the abuses or victims. Then, the

abuse or victim does not blame the abuser for making the abuse or victim loving.

It is the verbal irony, the abuse or victim love the abuser because of the abuser.

The abuser who does the thing that makes the abuse or victim loves the abuser.

On the other hand, the abuse or victim tells the abuser that it is only a must that

the abuser should do. In this stanza, the abuser tells the abuse or victim that the

abuser cannot stand loving as the abuser or victim does. Then, the abuse or victim

39

does not blame the abuser for not loving back because the abuse thinks that the

abuser only does what the abuser should do. This is the situational irony, when the

abuse or victim does not blame the abuser as the cause of love, because in this

world there should be a cause for an effect. The abuse or victim thinks that the

abuser is lucky to be the abuser. Because, the abuser does not have to love and to

be weak, “For the same reason maybe that you must do what you /must do said

the cut./ I can’t stand bleeding said the knife and sank in farther/I hate it to said

the cut I know it isn’t you it’s / me you’re lucky to be a knife you ought to be

glad about that” (20 – 27). Furthermore in the ninth sentence, the abuser asks to

the abuse or the victim how the abuses or victims stand themselves when they are

messy with the much loves. Then the abuser answers that they also cannot stand

by themselves with much loves, “Too many cuts around said the knife they’re /

mess I don’t know how they stand themselves. /They don’t said the cut” (27).

The tenth sentence is the continuation of the previous stanza. In the ninth

sentence the abuser reminds the abuse or victim that love is still felt by the abuser.

However, the abuse or victim denies it, and tells the abuser that the love has

stopped. Then, the ‘Knife’ will be shiny; it is metaphor that identifies freedom.

Because the love makes the ‘Knife or abuser burdened with the much love of

abuse or victim. If the abuse or victim stops loving the abuser, so the abuser will

not be burdened more. The abuser will be free just because there is no love

between the abuser and the abuse or victim, “You’re bleeding again. /No I’ve

stopped said the cut see you are coming out now the /blood is drying it will rub

off you’ll be shiny again and clean” (28 – 30).

40

Furthermore eleventh, the abuser tells the abuse or victim that the abuser

will be free if there is no much love between the abuser and the abuse or the

victim. So that, the abuse should stop loving the abuser if the abuse or victim

wants the abuser gets the freedom. However, the ‘abuse or victim finally reminds

the abuser that actually the ‘Knives’ might become dull without blood, “But then

knives might become dull said the cut” (33). The adjective Dull in this context is

metaphor. The poet uses adjective dull to identify lonely without the love.

Furthermore, the abuse or victim actually wants to stop loving the abuser. It is

personification because the ‘Cut’ does not have mind to hope or pray. It is a

situational irony, when the abuser attempts to go some steps leave the abuse or the

victim, but the abuser come back closer to the abuse or the victim. Even though,

the abuser wants the abuse or victim to stop loving but the abuser causes the love

is felt, because the abuser easy come and go from the abuse or the victim. And

finally, the abuser realizes that the abuse or victim stop loving and convinces itself

about the feeling of the abuse or victim. But, love is already lost, the abuse or the

victim loses the love. So that, the abuse or victim cannot feels anything. Then, to

get the feeling back, the love should back. This sentence reveals the love relates

with the feeling, because the love makes the feeling of the abuse or victim back.

If only cut wouldn’t bleed so much said the knife coming

Out a little.

But then knives might become dull said the cut

Aren’t you still bleeding a little said the knife

I hope not said the cut

I feel you are just a little.

Maybe just a little but I can stop now. I feel a little wetness still said the knife sinking in a

Little but the coming out a little.

Just a little maybe just enough said the cut. That’s enough now stop now do you feel better now said the knife.

41

I feel I have to bleed to feel I think said the cut

I don’t I don’t to feel said the knife drying now

Becoming shiny (44).

This poem consists of many figurative languages. They are: 4 metaphors, 3

personifications, 3 symbols, situational irony 3, 1 simile, 1 paradox, and 1 verbal

irony, So that there are two most numerous kinds of figurative language.

Thus, the poem contains the conversation between the abuse and the abuser

that are symbolized by the ‘Cut’ and the ‘Knife’. The poet uses figurative

language to describe the symbols of characters and love. “Bleeding” poem

represents love between abuse or victim and abuser. Love between abuse or

victim and abuser is a mistake, so it is felt painful. Furthermore, pain in their love

is not explicitly written in this poem because the poem is written by many

figurative languages to convey the exactly meaning. In addition, the blood is

symbol of love in the poem and bleeding means loving. The abuser commands the

abuse to stop loving, but the abuse cannot stop loving. But the abuser cannot love

like the abuse or victim does. In the other hand, the blood or love makes the

abuser should leave the abuse or victim. This poem describes complicated

relationship between abuse and abuser with the painful love that is described in

the poem through conversation of abuser or victim and abuser.

3. The Theme of “Bleeding” Poem

The theme of “Bleeding” poem is pain of love, because it describes

confiscated relationship between two persons who connected with love. There are

three symbols that reveal the theme: abuser or the knife, abuse or the cut, and the

blood (love). The abuser makes the abuse feeling love, but love makes the abuse

42

has to lose the abuser. Although the abuser commands the abuse to stop loving

and getting pain, but love makes the abuser cannot help the abuse to stop loving,

so that love is a connector of the abuser and the abuse. Abuse’s love makes the

abuser is burdened, but the abuser actually needs love, because without love,

abuser will be lonely. It is ironical situation, when love is a burden but it is also

needed by abuser. Although the abuse stops loving and makes the abuser gets the

freedom, but the abuser will be lonely.

There are many figurative languages in this poem. By analyzing figurative

language, the whole meaning of the poem can be known. After analyzing the

whole meaning of the poem, the theme can be found. Because the poem

represents painful love theme between human being that symbolized by the

‘Knife’ and the ‘Cut’. They are connected by blood that symbolizes love with the

pain, so the theme of the poem is pain of love.

Thus, this research found the correlation between both of unit analysis

“Bleeding” and “All that Time” poems. The correlation is the theme of the two

poems is painful love. Through analyzing figurative language in the two of May

Swenson poems, the research proves that both of poem represent pain of love in

different situations.The first poem “All that Time” describes pair of lovers by

using trees as a symbol. In the poem, they are embracing, one leaned to another.

But when the readers attempt to understand whole the meaning of the “All that

Time” poem, they will find love story with pain inside. They are bound in their

togetherness, but one of them in the misery during they are together. There are

many challenges and differences in their relationship, and makes the relationship

43

gradually deteriorates. The man is looked like powerless than the woman, so that

he gets a lot of miseries in the relationship with his wife. She controls the man

since they have decided to live together. So that, he attempts to make the situation

balance, but his wife is a stubborn person. There is nothing to do, except one each

other.

CHAPTER IV

CONCLUSION AND SUGGESTION

A. Conclusion

This research is focused on figurative language in the May Swenson’s

poems “All that Time” and “Bleeding”. The research attempts to covey the

themes of the two poems by analyzing figurative languages inside, because the

two poems consist of many figurative languages. The research answers two

research questions. The first is kinds of figurative language and the second how

the figurative languages covey the meaning and theme in “Bleeding” and “All that

Time” poems. The purpose of the research is to answer the research question. The

research also uses qualitative method.

The object of analysis in the research is poetry, so the research uses theory

of poetry. Including figurative language in the poem, it is one of the elements of

poetry. The elements of poetry are: denotation and connotation, imagery,

figurative language, allusion, meaning and idea, tone, musical device, pattern,

figurative language, sound and meaning. However, the research analyzes

figurative language in “Bleeding” and “All that Time” poems. There are 8 kinds

of figurative languages in the poems. They are: personification, symbol, allegory,

simile, metaphor, hyperbole, irony, and paradox.

44

45

The first poem entitled “All that Time” consist of 5 figurative languages.

They are: 4 personifications, 3 metaphors, 2 similes, 1 symbol and 1 allegory. The

poem represents of pairs of human being that is symbolized by two trees. The

pairs of human being are looked like happy couple but they are not.

The poem is told by the speaker. The speaker tells that they are looked like

a happy in their relationship. However, the relationship between them is not in a

good condition. In the poem, they are described in contradiction. The woman is

described stronger that the man and it makes the man gets a lot of misery. So the

man attempts to make the woman down. However, the man has no power to

makes the woman down. Finally, he tries to change himself although he only

makes him, or the situation, or the relationship worse. Both of man and woman

get pain in their relationship, but they cannot be a part. Because they lived

together like a happy couple, there is no choice but to live together.

The second poem entitled “Bleeding”; this poem consists of many

figurative languages. They are: 4 ironies and 4 metaphors, 3 personifications, 2

symbols, 1 simile, and 1 paradox. So, there are two most numerous kinds of

figurative language. They are: Irony and metaphor.

The poem consists of the conversation between two of human being that

are symbolized by knife and cut. The poet uses knife and cut to represent abuse or

victim and abuser in the poem. The poem represents complicated love between

46

abuse and abuser. The abuse loves the abuser but it makes the abuser should go.

So the abuser commands the abuse to stop loving, because it will make a pain. So

that, the abuser will be free but the abuser will be lonely.

Thus, the two of poems have the same themes: pain of love. Although the

love is not explicitly represented in the poems, but the poet uses figurative

language to represent love. The poems represent painful love in different situation

and ending of the two poems. The first poem they hurt with their togetherness and

the second poem the pair finally are part and lonely.

B. Suggestion

The writer suggests for people who are interested in the study about

literature, especially poetry. It can be understood by analyzing the elements of

poetry and find the whole meaning of poetry. In addition, the poems have many

figurative languages, it is better to analyze the figurative language inside. The last,

the writer hopes that this will be useful for the research on English poetry

WORK CITED

Abrams.M.H. A Glosary of Literary Term. Seventh edition. Australia, Canada,

Mexico, Singapore, United Kingdom, United State : Heinle & Heinle. 1999.

Pdf

Given, Lisa M. The Sage Encyclopedia of Qualitative Research Methode. Volum

1-8. University of Alberta. SAGE Publication. 2008, Inc. Pdf

Hilyer, Robert. In Pursuit Poetry. United States of America : McGraw-Hill Book

Company, Inc., 1960. Print

Kothari, C.R. Research Methodology : Methode and Theqniques. Second Revisied

Edition. India. 2004. Pdf

Kumin, Maxine. “Bleeding”,The Complete Love Poems of May Swenson. United

State of America: The Literary Estate of May Swenson. 2003

Keller, Mark. “Kinds of Symbols in Literature”, http://penandthepad.com/kinds-

symbols-literature-8534738. html. Accessed 12:54 may 22, 2018.

Morris, Robert. Scott. Foresman. Poetry : A Critical and Historical Introduction.

United State of America: Scott, Foresman. 1962. Print

Perrine, Laurence. Sound And Sense. Third edition.New York, Chicago, San

Francisco, Atlanta : World.,Inc. 1969. Print

Standford, Judith A. Responding to Literature : Stories, Poems, and Essays.

Fourth edition, New York : McGraw-Hill Higher Education, Inc., 2003.

Swenson, May. “ All that Time”, Sound and Sense an Introduction to Poetry.

Third edition.New York, Chicago, San Francisco, Atlanta : World.,Inc. 1969. Print

47

APPENDIX

All that Time

I saw two trees embracing.

One leaned on the other (1)

as if to throw her down

But she the upright one. (4) Since their twin youth, maybe she

Had been pulling him toward her

All the time, (7)

And finally almost uprooted him. (8)

He was the thin, dry, insecure one, The most wind-wrapped, you could see. (10)

And where their top tangled

It looks like he was crying

On her shoulder. (13)

On the other hand, maybe he

Had been trying to weaken her,

Break her, or at least

Make her bend

Over backward for him

Just a little bit. (19)

And all that time

She was standing up to him

The best she could. (22)

She was the most stubborn,

The straightest one, that’s a fact. (24) But he had been willing

To change himself

Even if it was for the worse

All that time. (28)

At the top they looked like one

Tree, where they were embracing. (30)

It was plain they’d be

Always together. (32)

Too late now to part. When the wind blew, you could hear

Them rubbing on each other. (35)

48

49

Bleeding

Stop bleeding said the knife.

I would if I could said the cut.

Stop bleeding you make me messy with the blood.

I’m sorry said the cut.

Stop or I will sink in farther said the knife.

Don’t said the cut.

The knife did not say it couldn’t help it but

it sank in farther. (8)

If only you didn’t bleed said the knife I wouldn’t

have to do this.

I know said the cut I bleed too easily I hate

that I can’t help it but I wish I were a knife like

you and didn’t have to bleed.

Well meanwhile stop bleeding will you said the knife.

Yes you are mess and sink in deeper said the cut I

will have to stop. (16)

Have you stopped by now said the knife.

I’ve almost stopped I think.

Why must you bleed in the first place said the knife.

For the same reason maybe that you must do what you

must do said the cut.

I can’t stand bleeding said the knife and sank in farther.

I hate it to said the cut I know it isn’t you it’s

me you’re lucky to be a knife you ought to be glad about that.

Too many cuts around said the knife they’re

mess I don’t know how they stand themselves.

They don’t said the cut. (27)

You’re bleeding again.

No I’ve stopped said the cut see you are coming out now the

blood is drying it will rub off you’ll be shiny again and clean.

If only cut wouldn’t bleed bleed so much said the knife coming

Out a little.

But then knives might become dull said the cut.

Aren’t you still bleeding a little said the knife.

I hope not said the cut.

I feel you are just a little.

Maybe just a little but I can stop now.

I feel a little wetness still said the knife sinking in a

little but the coming out a little.

50

Just a little maybe just enough said the cut.

That’s enough now stop now do you feel better now said the knife.

I feel I have to bleed to feel I think said the cut.

I don’t I don’t have to feel said the knife drying now

becoming shiny

(44)