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ANALYSIS THEME OF DRAMA
ENTITTLED “HAMLET”

WRITTEN BY :
WILLIAM SHAKESPEAR

CHAPTER I
INTRODUCTION

1.1 Background of The Study
In English learning have two cycle ability. Those are oral and written cycle ability. Listening and speaking are oral cycle ability, while reading and writing are written cycle ability.
When we read something, fiction or non fiction we must understand what the content or main idea of had read. Non fiction is writing such as autobiography or essay, histories, articles which is most mostly based on facts. And then fiction is the writing such as short stories, novel, novelette, poem and drama which is tell imaginary happening and characters.
How to understand one we read of them ? we must know elements of them. In this case we effort to analyze part of elements of drama as fiction / prose. Generally, elements of fiction are plot, setting, characters, point of view, style and theme. Beside that dialogue, convention, audience, stagecraft, design, genres and music are elements of a play make up the six elements of drama. One important element of drama is theme refers to central idea of the play. It can either be clearly stated through dialogue or can be inferred after watching the entire performance.
1.2 The Statement of Problem
The plot has been called the body of a play and the theme has been called its soul. Most plays have a conflict of some kind between individuals, between man and society, man and some superior force or man and himself. The same theme or story may be given a very serious or a very light touch. The personality, background and social or artistic temperament of the playwright are responsible for the treatment that he gives to his story or theme. We must, therefore, both understand and evaluate these factors.
Based on the explanation above, we effort to analyze focus on the theme in drama entitle “Hamlet”. The specific problems are :
1. What the theme of drama which entitle “Hamlet” ?
2. How determine / to find theme in drama ?
1.3 The Purpose of Study
Analyze drama have purpose. Based on the background above, we know that the purposes of this study are :
 comprehension on the story of drama
 to get sense of the drama
 to know what the theme and your reaction about this drama
 to pull the reader followed in situation
CHAPTER II
RELATED THEORIES AND DISCUSSION

2.1 Synopsis of Drama
Hamlet is the son of the late King Hamlet (of Denmark), who died two months before the start of the play. After King Hamlet's death, his brother, Claudius, becomes king, and marries King Hamlet's widow, Gertrude (Queen of Denmark). Young Hamlet fears that Claudius killed his own brother (Hamlet's father) to become king of Denmark, greatly angering Hamlet. Two officers, Marcellus and Barnardo, summon Hamlet's friend Horatio, and later Hamlet himself to see the late King Hamlet's ghost appear at midnight. The ghost tells Hamlet privately that Claudius had indeed murdered King Hamlet by pouring poison in his ear. Hamlet is further enraged and plots of how to revenge his father's death.

In his anger, Hamlet seems to act like a madman, prompting King Claudius, his wife Gertrude, and his advisor Polonius to send Rosencrantz and Guildenstern to spy on Hamlet and figure out why he is acting mad. Hamlet even treats Polonius' daughter Ophelia rudely, prompting Polonius to believe Hamlet is madly in love with her, though Claudius expects otherwise. Polonius, a man who talks too long- windedly, had allowed his son Laertes to go to France (then sent Reynaldo to spy on Laertes) and had ordered Ophelia not to associate with Hamlet. Claudius, fearing Hamlet may try to kill him, sends Hamlet to England. Before leaving, however, Hamlet convinces an acting company to reenact King Hamlet's death before Claudius, in the hopes of causing Claudius to break down and admit to murdering King Hamlet. Though Claudius is enraged, he does not admit to murder. Hamlet's mother tries to reason with Hamlet after the play, while Polonius spied on them from behind a curtain. Hamlet hears Polonius, and kills him through the curtain, thinking the person is Claudius. When finding out the truth, Hamlet regrets the death, yet Claudius still sends him to England, accompanied by Rosencrantz and Guildenstern with orders from Claudius that the English kill Hamlet as soon as her arrives.

After Hamlet leaves, Laertes returns from France, enraged over Polonius' death. Ophelia reacts to her father's death with utter madness and eventually falls in a stream and drowns, further angering Laertes. En route to England, Hamlet finds the orders and changes them to order Rosencrantz and Guildenstern killed, as does occur, though Hamlet is kidnapped by pirates one day later. The pirates return Hamlet to Claudius (for a ransom), and Claudius tries one last attempt to eliminate Hamlet: he arranges a sword duel between Laertes and Hamlet. The trick, however, is that the tip of Laertes' sword is poisoned. As a backup precaution, Claudius poisons the victory cup in case Hamlet wins. During the fight, the poisoned drink is offered to Hamlet, he declines, and instead his mother, Gertrude, drinks it (to the objection of Claudius). Laertes, losing to Hamlet, illegally scratches him with the poisoned sword to ensure Hamlet's death. Hamlet (unknowingly), then switches swords with Laertes, and cuts and poisons him. The queen dies, screaming that she has been poisoned and Laertes, dying, admits of Claudius' treachery. Weakening, Hamlet fatally stabs Claudius, Laertes dies, and Hamlet begins his death speech. Though Horatio wants to commit suicide out of sorrow, Hamlet entreats him to tell the story of King Hamlet's death and Rosencrantz and Guildenstern's deaths to all. Fortinbras, the prince of Norway, arrives from conquest of England, and Hamlet's last dying wish is that Fortinbras become the new King of Denmark, as happens.



The Scenes
Hamlet is set at Elsinore Castle, (which is based on the real Kronborg Castle, Denmark.) The time period of the play is not explicit, but can be understood as mostly Renaissance, contemporary with Shakespeare's England.
Scene 1. The play begins with Francisco on watch duty at Elsinore Castle, on a cold, dark night, at midnight. Barnardo approaches Francisco to relieve him on duty, but is unable to recognize his friend at first in the darkness. Barnardo stops and cries out, "Who's there?" The darkness and the mystery, of "who's there," set an ominous tone to start the play.
Later in the night, Horatio and the sentinels see a Ghost that looks exactly like their recently-deceased king, King Hamlet. The Ghost reacts to them, but doesn't speak. The men discuss a military buildup in Denmark in response to Fortinbras recruiting an army. Although Fortinbras's army is supposedly for use against Poland, they fear he may attack Denmark to get revenge for his father's death, and reclaim the land his father lost to King Hamlet. They wonder if the Ghost is an omen of disaster, and decide to tell Prince Hamlet about it.
In Scene 2, Claudius announces that the mourning period for his brother is officially over, and he also sends a diplomatic mission to Norway, to try to deal with the potential threat from Fortinbras. Claudius and Hamlet have an exchange in which Hamlet says his line, "a little more than kin and less than kind." Gertrude asks Hamlet to stay at Elsinore Castle, and he agrees to do so, despite his wish to return to school in Wittenberg. Hamlet recites a soliloquy including "Frailty, thy name is woman." Horatio and the sentinels tell Hamlet about the Ghost, and he decides to go with them that night to see it.
In Scene 3, Laertes leaves to return to France, after lecturing Ophelia against Hamlet. Polonius, suspicious of Hamlet's motives, also lectures her against him, and forbids her to have anything further to do with Hamlet.
Scene 4. That night, Hamlet, Horatio and Marcellus do see the Ghost again, and it beckons to Hamlet. Marcellus says his famous line, "Something is rotten in the state of Denmark." Horatio and Marcellus try to stop Hamlet from following the Ghost, but he does.
In Scene 5, the Ghost speaks to Hamlet, calls for revenge, and reveals Claudius's murder of Hamlet's father. The Ghost also criticizes Gertrude, but says "leave her to heaven." The Ghost tells Hamlet to remember, says adieu, and disappears. Horatio and Marcellus arrive, but Hamlet refuses to tell them what the Ghost said. In an odd, much-discussed passage, Hamlet asks them to swear on his sword while the Ghost calls out "swear" from the earth beneath their feet. Hamlet says he may put on an "antic disposition."
Scene 6. We then find Polonius sending Reynaldo to check up on what Laertes is doing in Paris. Ophelia enters, and reports that Hamlet rushed into her room with his clothing in disorder, and only stared at her without speaking. Polonius decides that Hamlet is mad for Ophelia, and says he'll go to the king about it.
In Scene 7, Rosencrantz and Guildenstern (often called R & G for short) arrive, and are instructed by Claudius and Gertrude to spend time with Hamlet. Polonius announces that the ambassadors have returned from Norway with an agreement. Polonius tells Claudius that Hamlet is mad over Ophelia, and recommends an eavesdropping plan to find out more. Hamlet enters, which leads to the "fishmonger" passage. R & G talk to Hamlet, who quickly discerns they're working for Claudius and Gertrude. The Players arrive, and Hamlet decides to try a play performance, to "catch the conscience of the king."
In Scene 8, Hamlet recites his famous "To be or not to be" soliloquy. The famous 'Nunnery Scene,' occurs, in which Hamlet speaks to Ophelia while Claudius and Polonius hide and listen. Instead of expressing love for Ophelia, Hamlet rejects and berates her, tells her "get thee to a nunnery" and storms out. Claudius decides to send Hamlet to England.
In Scene 9, Hamlet instructs the Players how to do the upcoming play performance, in a passage that has attracted interest because it apparently reflects Shakespeare's own views of how acting should be done. The play begins, during which Hamlet sits with Ophelia, and makes "mad" sexual jokes and remarks. Claudius asks the name of the play, and Hamlet says "The Mousetrap." Claudius walks out in the middle of the play, which Hamlet sees as proof of Claudius's guilt. Hamlet recites his dramatic "witching time of night" soliloquy.
In Scene 10 comes the 'Prayer Scene,' during which Hamlet finds Claudius, intending to kill him, but refrains because Claudius is praying.
In Scene 11, the 'Closet Scene,' Hamlet goes to talk to Gertrude. She becomes frightened of Hamlet, and screams for help. Polonius is hiding behind an arras in the room, and when he also yells for help, Hamlet stabs and kills him. Hamlet emotionally lectures Gertrude, and the Ghost appears briefly, but only Hamlet sees it. Hamlet drags Polonius's body out of Gertrude's room, to take it elsewhere.
In Scene 12, Claudius learns of the death of Polonius, and instructs R & G to find Hamlet. They do so in Scene 13. In Scene 14, Hamlet is brought to Claudius, who tells Hamlet he must go to England, accompanied by R & G. Unknown to Hamlet, R & G carry a secret order to England to execute him.
Scene 15. In a scene which appears at full length only in the Second Quarto, Hamlet sees Fortinbras arrive in Denmark with his army, speaks to a Captain, then exits with R & G to board the ship to England.
In Scene 16, Ophelia appears, and she has gone mad, apparently over the death of her father. She sings odd songs about death and sex, says "good night" during the daytime, and exits. Laertes, who has returned from France, storms the castle with a mob from the local town, and challenges Claudius, because of the death of Polonius. Ophelia appears again, sings, and hands out flowers. Claudius tells Laertes that he can explain his innocence in Polonius's death.
In Scene 17, sailors (pirates) deliver a letter from Hamlet to Horatio, saying that Hamlet's ship was attacked by pirates, who took him captive, but are returning him to Denmark. Horatio leaves with the pirates to go where Hamlet is.
Scene 18. Claudius has explained to Laertes that Hamlet is responsible for Polonius's death. Claudius, to his surprise, receives a letter saying that Hamlet is back. Claudius and Laertes conspire to set up a fencing match at which Laertes can kill Hamlet in revenge for the death of Polonius. Gertrude reports that Ophelia is dead, after a fall from a tree into the brook, where she drowned.
Scene 19. Two Clowns, a sexton and a bailiff, make jokes and talk about Ophelia's death while the sexton digs her grave. They conclude she must have committed suicide. Hamlet, returning with Horatio, sees the grave being dug (without knowing who it's for,) talks to the sexton, and recites his famous "alas, poor Yorick" speech. Hamlet and Horatio hide to watch as Ophelia's funeral procession enters. Laertes jumps into the grave excavation for Ophelia, and proclaims his love for her in high-flown terms. Hamlet challenges Laertes that he loved Ophelia more than "forty thousand" brothers could, and they scuffle briefly. Claudius calms Laertes, and reminds him of the rigged fencing match they've arranged to kill Hamlet.
In the final Scene, Scene 20, Hamlet explains to Horatio that he became suspicious about the trip to England, and looked at the royal commission during the night when R & G were asleep. After discovering the truth, Hamlet substituted a forgery, ordering England to kill R & G, instead of him. Ostrick then tells Hamlet of the fencing match, and despite his misgivings, Hamlet agrees to participate.
At the match, Claudius and Laertes have arranged for Laertes to use a poisoned foil, and Claudius also poisons Hamlet's wine, in case the poisoned foil doesn't work. The match begins, and Hamlet scores the first hit, "a very palpable hit." Gertrude sips from Hamlet's poisoned wine to salute him. Laertes wounds Hamlet with the poisoned foil, then they grapple and exchange foils, and Hamlet wounds Laertes, with the same poisoned foil. Gertrude announces that she's been poisoned by the wine, and dies. Laertes, also dying, reveals that Claudius is to blame, and asks Hamlet to exchange forgiveness with him, which Hamlet does. Laertes dies.
Hamlet wounds Claudius with the poisoned foil, and also has him drink the wine he poisoned. Claudius dies. Hamlet, dying of his injury from the poisoned foil, says he supports Fortinbras as the next king, and that "the rest is silence." When Hamlet dies, Horatio says "flights of angels sing thee to thy rest." Fortinbras enters, with ambassadors from England who announce that Rosencrantz and Guildenstern are dead. Fortinbras takes over, says that Hamlet would have "proved most royal," and orders a salute to be fired, which concludes the play.

2.2 Background of The Author
William Shakespeare Biography
William Shakespeare was born in April of 1564. There is no specific date of birth because at that time the only date of importance was the date of baptism, though infants often were baptized when they were three days old. Shakespeare's baptismal date was April 26, 1564.
Shakespeare was born in the village of Stratford-upon-Avon in Warwickshire. At the time of his birth, the village had a population of 1500 people, and only 200 houses. Shakespeare's father, John Shakespeare, came from a family of yeomen, and he gained many prestigious positions in the community. Shakespeare's mother, Mary Arden, came from an ancient family of landed gentry. The whole family was Anglican. The family's financial situation was well off. Not much information is known about Shakespeare's youth, although undoubtedly he was educated in the local school, where he studied Latin and Greek, among other subjects, during a school day that often lasted from dawn to dusk.
Shakespeare's first exposure to the theater probably occurred when he was young. As a child his father probably took him to see plays when traveling troupes of actors came to town, although that was not often.
Shakespeare was married to Anne Hathaway in 1582, when he was 18; she was 26, eight years his senior. The exact wedding date is uncertain, but the marriage certificate was issued on November 27,1582. Anne was the daughter of a respected yeoman farmer. William and Anne had their first child, Susanna, in May of 1583. This was followed by the birth of twins, Hamnet and Judith, in January of 1585. Most historians believe that Shakespeare was not often around his family in Stratford after that because historical records show him in London during the following years.
The first written reference to Shakespeare's existence in London occurred in 1592, when Shakespeare was in his late twenties. He seems to have been fairly well established in the theatre by that point, since the reference, written by another playwright, hints of jealousy at Shakespeare's success.
With his two patrons, the Earls of South Hampton and Pembrooke, Shakespeare rose quickly in the theater as both an actor and an author. He joined the Lord Chamberlin's Men, an acting company which was protected by the Queen, becoming a shareholder and senior member in 1595. Because of his success in London, he was able to purchase New Place, the largest and most elegant house in his home town of Stratford, when he was in his early thirties (1597).
In addition to his popularity as both an actor and playwright, Shakespeare became joint owner of the famous Globe theater when it opened in 1599. His share of the company's management added heavily to his wealth.
Shakespeare's financial success in the London theatre enabled him to retire and return to his home in Stratford around 1610. He lived there comfortably until his death on April 23, 1616 (it is popularly believed that he died on his birthday). He is buried in Holy Trinity Church in Stratford-upon-Avon.
Though Shakespeare is most closely associated with the Elizabethan period, his career can be categorized as both Elizabethan and Jacobean, as several works were completed after James I became king in 1603.
Poetry
It is generally agreed that most of the Shakespearean Sonnets were written in the 1590s, some printed at this time as well. Others were written or revised right before being printed. 154 sonnets and "A Lover's Complaint" were published by Thomas Thorpe as Shake-speares Sonnets in 1609. The order, dates, and authorship of the Sonnets have been much debated with no conclusive findings. Many have claimed autobiographical details from them, including sonnet number 145 in reference to Anne. The dedication to "Mr. W.H." is said to possibly represent the initials of the third earl of Pembroke William Herbert, or perhaps being a reversal of Henry Wriothesly's initials. Regardless, there have been some unfortunate projections and interpretations of modern concepts onto centuries old works that, while a grasp of contextual historical information can certainly lend to their depth and meaning, can also be enjoyed as valuable poetical works that have transcended time and been surpassed by no other.
Evoking Petrarch's style and lyrically writing of beauty, mortality, and love with its moral anguish and worshipful adoration of a usually unattainable love, the first 126 sonnets are addressed to a young man, sonnets 127-152 to a dark lady. Ever the dramatist Shakespeare created a profound intrigue to scholars and novices alike as to the identities of these people.
Tragedies
Some probably inspired by Shakespeare's study of Lives (trans.1597) by Greek historian and essayist Plutarch and Raphael Holinshed's Chronicles (1587). Some are reworkings of previous stories, many based on English or Roman history. The dates given here are when they are said to have been first performed, followed by approximate printing dates in brackets, listed in chronological order of performance.

Titus Andronicus first performed in 1594 (printed in 1594),
Romeo and Juliet 1594-95 (1597),
Hamlet 1600-01 (1603),
Julius Caesar 1600-01 (1623),
Othello 1604-05 (1622),
Antony and Cleopatra 1606-07 (1623),
King Lear 1606 (1608),
Coriolanus 1607-08 (1623), derived from Plutarch
Timon of Athens 1607-08 (1623), and
Macbeth 1611-1612 (1623).


Histories
Shakespeare's series of historical dramas, based on the English Kings from John to Henry VIII were a tremendous undertaking to dramatise the lives and rule of kings and the changing political events of his time. No other playwright had attempted such an ambitious body of work. Some were printed on their own or in the First Folio (1623).

King Henry VI Part 1 1592 (printed in 1594);
King Henry VI Part 2 1592-93 (1594);
King Henry VI Part 3 1592-93 (1623);
King John 1596-97 (1623);
King Henry IV Part 1 1597-98 (1598);
King Henry IV Part 2 1597-98 (1600);
King Henry V 1598-99 (1600);
Richard II 1600-01 (1597);
Richard III 1601 (1597); and
King Henry VIII 1612-13 (1623)

Comedies, again listed in chronological order of performance.

Taming of the Shrew first performed 1593-94 (1623),
Comedy of Errors 1594 (1623),
Two Gentlemen of Verona 1594-95 (1623),
Love's Labour's Lost 1594-95 (1598),
Midsummer Night's Dream 1595-96 (1600),
Merchant of Venice 1596-1597 (1600),
Much Ado About Nothing 1598-1599 (1600),
As You Like It 1599-00 (1623),
Merry Wives of Windsor 1600-01 (1602),
Troilus and Cressida 1602 (1609),
Twelfth Night 1602 (1623),
All's Well That Ends Well 1602-03 (1623),
Measure for Measure 1604 (1623),
Pericles, Prince of Tyre 1608-09 (1609),
Tempest (1611),
Cymbeline 1611-12 (1623),
Winter's Tale 1611-12 (1623).


2.3 Related Theories
Theme is a central idea in a work dealing with for general area of human experience, the nature of human of society, of human kinds relationship to the world and of our ethical responsibilities (character).
Several characteristics of theme :
- A work’s theme must apply to people outside the work
- Many works have one subject and one theme
- Some works may not have a subjector a theme
- The subject be determined with complete certainty
Theme
Theme: The theme of a drama refers to the central idea of the play. It can either be clearly stated through dialogue or action or can be inferred after watching the entire performance.

Theme
It refers to what the play means as opposed to what happens (plot) or it refers to the main idea/ though/ theme within the play. Sometimes the theme is clearly stated in the title. It may be stated through dialogue by a character acting as the playwright`s voice. Or it may be the theme is less obvious and emerges only after some study or thought. The abstract issues and feelings that grow out of the dramatic action.

The plot has been called the body of a play and the theme has been called its soul. Most plays have a conflict of some kind between individuals, between man and society, man and some superior force or man and h imself. The events that this conflict provokes make up the plot. One of the first items of interest is the playwright\rquote s treatment of the plot and what them he would draw from it. The same plots have been and will be used many times; it is the treatment that supplies each effort with originality or artistic worth. Shakespeare is said to have borrowed all but one of his stories, but he presented them so much better than any of the previous authors that he is not seriously criticized for the borrowing. Th e treatment of theme is equally varied.
The same theme or story may be given a very serious or a very light touch. It may be a severe indictment or a tongue-in- cheek attack. It could point up a great lesson or show the same situation as a handicap to progress. The personality, background an d social or artistic temperament of the playwright are responsible for the treatment that he gives to his story or theme. We must, therefore, both understand and evaluate these factors.
To endure, a play should have a theme. It is sometimes suggested in the title as in Loyalties, Justice, or Strife, You can't Take It With You, or The Physician in Spite of Himself. At other times it is found in the play itself, as in Craig's Wife when the aunt says to Mrs. Craig, "People who live to themselves are often left to themselves." Sometimes theme is less obvious, necessitating closer study.
If a play has a theme, we should be able to state it in general terms and in a single sentence, even at the risk of oversimplification. The theme of Hamlet is usually stated as the failure of a youth of poetic temperament to cope with circumstances that demand action. The theme of Macbeth is that too much ambition leads to destruction; a Streetcar Named Desire, that he who strives hardes t to find happiness oftentimes finds the least; and of Green pastures, that even God must change with the universe.
Of course the theme, no matter how fully stated, is not the equivalent of the play. The play is a complex experience, and one must remain open to its manifold suggestions.
As indicated above, the statement of the play in specific terms is the plot presented. Plot and theme should go hand in hand. If the theme is one of nobility, or dignity, the plot must concern events and characters that measure up to that theme. As we a nalyze many plays, we find that some posses an excellent theme, but are supported by an inconsequential plot. One famous play of this nature, Abie's Irish Rose, held the stage for many years. The theme said: Difference of r eligion need not hinder a happy marriage. The plot was so thin and both characters and situation so stereotyped, that justice was not done to the theme. This weakness was most obvious in the play's revival after twenty years.
Examples of the frequent fault of superior plot and little or no theme come to us in much of the work of our current playwrights. Known for their cleverness in phrasing and timing, and their original extremely witty conceptions, these plays are often ver y successful. More often than not, however, they are utterly lacking in a theme or truth that will withstand more than momentary analysis. They are delightful but ephemeral. An audience believes them only while watching in the theatre. Consequently, the author, although now among ou r most popular, will not endure as artists, nor are their plays likely to be revived a hundred years hence. They but emphasize more strongly the axiom that a good plot or conflict is needed for transitory success, but a great theme is more likely to assu re a play a long life.





2.4 Discussion
Based on the statement of problem, we try to find answered them.
1. What the theme of drama which entitle “Hamlet” ?
After we read the synopsis or scene text, we know that this drama have several themes. The first theme or main theme is revenge action, the explanation for example :
- The beginning when appear ghost that looks exactly like King Hamlet at midnight tell to Princes Hamlet that Claudius had indeed murdered King Hamlet by pouring poison in his ear. The gosh speak to Hamlet, calls for revenge and reveals Claudius murder of Hamlet’s father. This is make hamlet anger see like a madman, blindly, recklessly and violently.
- Ophelia reacts to her father’s death with utter madness and eventually falls in a stream and drowns, further angering Laertes. Laertes want to revenge on his father’s death and Ophelia (his sister). He challenged Hamlet sword duel.
The second is added theme. This theme accompany main theme. There are :
 Moral corruption, this point at :
- Hamlet seem to act like madman for trap King Claudius.
- Hamlet stab and kill Polinius (Claudius Counselor).
- Claudius sent Hamlet in England for studying, the purpose to chase away from Denmark.
- Before duel, Laertes’s sword had been given poison by Claudius beside that Hamlet’s wine poisoned too. Laertes admit that he was accomplice with Claudius to kill Hamlet.
- Suicide by Ophelia because her father death. (Religion’s prohibition of suicide)
 Incest, this point at :
- Claudius married with King Hamlet’s widow (Gertrude) which is wife of his brother (brother-in-law and sister-in-low).
2. How determine / to find theme in drama ?
The theme of drama is not extended in implicit manner. After watched all scenes and dialog inter player into drama stage performance, you will find that drama’s theme. You must conclude / summarized from the totality’s scene and dialog have performed. This meaning, the theme have found is not based on the parts certain stories.
Although theme in drama disposed “Abstract”, we can indicate theme with showing prove or reason ocurrence in story. The proves can found into author narrative, inter player dialog or scene, or scene series, which interrelate with another, all of them carried by other substance / elements such as plot, setting and center of story.



CHAPTER III
CONCLUSION

A theme is a broad idea, message, or lesson conveyed by a work. This message is usually about life, society, or human nature. Themes often explore timeless and universal ideas. Most themes are implied rather than explicitly stated. The theme is different from the superficial outlay of the text; it is normally the meaning of the text on a more abstract level. If we want to know what theme which used, we must watched all scene or dialog in drama stage performance and conclude from the whole not based on the part certain stories.

PARAPHRASING A POETRY

“THE DAY WE MET”


TABLE OF CONTENTS

CHAPTER I INTRODUCTION 1
1.1 Background Of The Study 1
1.2 Statement Of The Problem 1
CHAPTER II ANALYZE OF POETRY 2
2.1 The Poetry 2
2.2 Discussion 3
CHAPTER III CONCLUSION 4



CHAPTER I
INTRODUCTION

1.1 Background Of The Study
English is the second language for people have some resource to improve the English skill / ability. One of the purpose they supply media such as make short story, poetry, novel, biography, narrative or descriptive sentence and etc. It is help us to increase the imaginative work.
If we want to understanding or studying a linguish patterns, we must be studying literature and their culture. However it is can not optimal if we did not know about literature. The literature form is fiction and non fiction.

1.2 Statement Of The Problem
Poetry has always been about emotion, thrilling, bitterness and even humorous. Although it sound simple enough, it is not always. Poetry can be as complicated or as frivolous possible, it is all up to the author. So must difficult to find the meaning. Sometime have different to explained between anyone with another. In this case, we will try to analyze a poetry which the title is “The Day We Met”. The specific problems are they :
1. How do the students paraphrase a poetry ?
2. What the theme from this poetry ?





CHAPTER II
ANALYZE OF POETRY

2.1 The Poetry

The Day We Met
By Gary R. Hess
I met you on Valentine Day
One year five months twelve day I saw your face
You came down from heaven and opened my eyes

Your skin so smooth, so tender
Smile so bright, so loving

I have though about you in every way
Just sitting and wondering about that day

We laughed, we smiled
We talked for along while

That day with you was so great
And everyone passing is only more wonderful
I love you more now, than ever before




2.2 Discussion
The title : The Day We Met
The author : Gary R. Hess
Paraphrasing :
Someone (the writer) met someone else (different sex) on Valentine Day. After that he had seen her for more one years. They have relationship, laughed and smiled together for a while. He felt life so wonderful, great with her. He still loved however long distance.
The meaning is the beauty of love lasts a life time, but what happens when the relationship is long distance ?. It is still the same only hundreds of miles way. When you’re in love it does not matter, if you loved one is in the same city, state or even country. Love has no distance.
Theme : love poem
Rhyme : Day; face; eyes; tender; loving; way; day; smiled; while;
greate; wonderful; before
Rhyme scheme : abb; bc; aa; bb; bcb
The form of poetry : closed poem (the stanza)
The language of poetry : hyperbole





CHAPTER III
CONCLUSION

The analyze of the elements poetry are much, beginning from the meaning, form of poetry, paraphrasing, the language which used, rhyme and etc. This very large discussion if all discussed. We must have knowledge about them.
For the understand to paraphrase a poetry, we must read more than ones to know the meaning. Keep a dictionary by you for make different sentences but not change the meaning.

THE PURPOSE EQUIPMENTS

1. This is a Faximile.
It is used for sending and receiving data through a telephone line.

2. This is an Antenna.
It is used for transmiting or receiving radio waves (type of
electromagnetic waves).

3. This is a Cable.
It is used for installing cable in specified location or connecting it
to the source of power.

4. This is a Flask Disk.
It is used for saving or storing information or data


5. This is a Data Logger.
It is used for measuring and storing analog and digital data.

6. This is a Light Bulb.
It is used for giving light at a room enable to make more clearly.

7. This is an Access Control Product.
It is used for assisting in securing a place from the risk of theft, bomb,
and another weapons.

8. This is a Copy Machine.
It is used for copying data or information from paper.

9. This is a LCD Projector.
It is used for showing information from laptop or computer in dark room.

10. This is a Camera Monitor.
It is used for monitoring a room or a place with a remote.

11. This is a Printer.
It is used for printing data or information into paper shape.

12. This is a Laptop.
It is used for making, saving, searching data or information which can be
brought.

13. This is a White Board.
It is used for writing information to give another people.

14. This is a Scanner.
It is used for copying information in paper shape or photo which
connected with computer.

15. This is an Air Conditioner
It is used for making a room more cool and fresh.

16. This is an Ink.
It is used for refilling board marker.

17. This is a Folder.
It is used for collecting and saving documents in a group.

18. This is a Telephone.
It is used for communicating with other people by voice.

19. This is a Televison.
It is used for giving information, entertainment, event, news and etc.

20. This is a VCD.
It is used for showing information or picture with voice by CD.

21. This is a Clock
It is used for pointing what time is it.

22. This is a Paper Cutter.
It is used for cutting a paper.

23. This is a Laminating Machine.
It is used for laminating a set of paper.

24. This is a Calculator.
It is used for counting something or things.

25. This is a Envelope.
It is used for covering report or letter.

Most successful teaching / learning activities rely on the use of appropriate instructional resources, so the teachers must can choice appropriate instructional resources for the students in order to the student can receive the lesson well.
The teacher must be clever and smart, first they must compare, selected and prepare each resources and then choice one of them, appropriate resources introduction and used them as the instructional media.
If resources are carefully selected and prepared they can fulfill one or more of the following instructional purpose.
 Motivate learners by capturing their attention and stimulating interest in a subject.
 Involve learners vicariously but meaningfully in learning experiences.
 Contribute to the formation of attitudes and the development of appreciations.
 Explain and illustrate subject content and performance skills.
 Provide opportunities for self analysis of individual performance and behavior.

Resources and Their Features
The resources available for instruction can be grouped into a number of categories and each of the categories have various features and they have different function.
Such as :
 Real things consist of guest speakers objects and device and mock – ups have various features in other hand.
 Non projected materials (two dimensional) consist of printed paper copies, chalkboard and flip chart, diagrams, charts and graphs, photographs, job aids.
 Audio recording consist of : audio cassette recording and disk recording.
 Projected still pictures consist of : slides colorful, filmstrips, overhead transparencies, computer programs.
 Projected motion pictures consist of : film, video recording. All of them have various feature in order to can used people well, according to the function.
 Combinations of media consist of : printed paper / audiotape, slide / audiotape, filmstrip / audiotape, multi images / audiotape, interactive computer / videotape or videodisc.
After know the information minimum about the resources, so you can choose them and use in your daily activities or your study. In order to you can get the benefit of the resources.
And then you will be better prepared to judge the suitability for use of each resources.

Media Selection
A good instructional if we can use media according function and one media for one learning but it not simple or not economical but it is for successful of the teaching and learning process.
There are three procedures which are generally used for selecting resources in an instructional program :
1. Selection on the basis of what is readily available (the department purchase video equipment, so that is what I must use).
2. Selection on the basis of what the instructor is most familiar with or most comfortable in using (“I like filmstrips ; therefore usually use them in each unit I teach”).
3. Selection on a more objective basis where by some guidelines can be followed so that selection can be justified in a non subjective manner (“We chose the slide / tape format as best fulfilling the criteria estabilished for making media decisions”).
Here is a media selection procedure based on the specific features, sometimes called “attributes” of the various resources. The important attributes are the following :
• Situation for use – large group presentation, small – group, interaction situation or self – paced learning
• Treatment required of subject – real or symbolic / verbal.
• Pictorial representation – photographic or graphic.
• Factor of size – non projected or projected
• Factor of color – black and white or full color
• Factor of movement – still or motion
• Factor of language – oral sound or printed words
• Sound / picture relationship – silent picture or picture with sound.

Final Media Decision
The final choice should be based on the most practical form to use considering the relative merits of a number of empirical factors that result from asking the following questions :
- Does the needed material already exist in suitable from and quality ?
- What would be the cost of purchase or preparation ?
- What are the reproduction or duplicating costs, if any ?
- How much time will be required to locate or prepare the material ?
- What are the production requirements for equipment, facilities and technical
skills ?
- Is one medium more suitable than the others because of viewing or handling by learners ?
- Will there be any problems regarding equipment, facilities, supervision and scheduling for use ?
- Do you have evidence that learners may prefer to use one kind of material over the other ones ?
- Does the instructor have a preference for use ?
One or more resources are required to support the teaching / learning activities that have been chosen to carry out the instruction. Resources can be selected from specific items within six categories. A selection procedure has been described in this chapter which can assist you to make most appropriate choice for your situation.

Posters (2)

S.L.Ahulwalia’s view: “A poster is a pictorial device designed to attract attention and

communicate a story, a fact, an idea, or an image rapidly and clearly.”

Good’s Dictionary of Education: A poster is a “placard, usually pictorial or decorative,

utilizing an emotional appeal to convey a message aimed at reinforcing an attitude or urging a course of action”.

The poster can be defined as a graphic representation of some strong emotional appeal that is carried through a combination of graphic aids like pictures, cartoons lettering and other visual arts on a placard. It aims for conveying the specific message, teaching a particular thing, giving a general idea etc. Posters exert a great influence on the observer.

How to use posters

Posters are very useful in students’ project work. Divide the class into groups and each group can decide what message their post is going to have. The completed posters, together with the students’ other project work, such as reports and maps, can then be displayed around the school.

Flashcard (3)

Flashcards are small cards with a picture or symbol on them used both in teaching and

in development work. In the classroom, flashcards are commonly used to teach reading.

A picture, for example, of an elephant may be drawn or stuck on a card and the word

‘elephant’ written underneath it or on a different card. The students are encouraged to

associate the pictures and the words through various ‘look and say’ activities and games,

for example, Kim’s game, Pairs, and so on.

In teaching and development work, flashcards may have pictures symbols drawn or

painted on them. They are particularly useful for stimulating discussion in small groups, as well as for sharing information and reminding people of a recommended process with

posters, research the local situation and pre-test them.

How to use flashcards

To use flashcards in a classroom situation, such as learning to read show the picture and the word together. Ask students to look at the picture and say the word. Then they look at the word and say it again. After presenting a number of words with pictures that the students already know, ask for volunteers to come out and match pictures and words.

When the students have learnt to read the words, you can divide them into teams and play reading games using the flashcards.

Graphs (4)

Graph is defined as a visual representation of numerical data. Graph is fundamentally a tool for expressing number relationships, which is much easier to visualize than can be done if the statement were made only in words and figures. It offers a judicious technique for analyzing, comparing and prophesying of facts which are vital to an intelligent study of a problem.

Uses of Graphs

1. Awareness: The teacher should be well aware of the method of drawing of graph in a

neat and accurate manner.

2. Neatness: The graph should be neat, clean and artistic. It should be of good quality.

3. Accuracy: The scales and the measurement of the graph should be accurate and

intelligible to the students.

4. Drawing and paper: The graph should be properly drawn. The graph paper should be

good. The pencil that is used should also be good.

5. Hints: The hints should be properly explained. The marks on the graph should be such

that the students may know them by themselves.

6. Blackboard: The teacher may draw a graph on the black board.

Map (5)

A map is a flat drawing or representation of an area, such as a village, which shows the location of natural and man-made features and resources. A map is drawn or made to be smaller than real life, and is not always to scale.

In development work, a village or community map made by learners or participants in a project can serve a number of purposes. Communities can think about what resources they lack and plan the most suitable place to build new resources, such as a well or a school. Mapping can help outsiders to become more familiar with an area and with the people who live there. The process of making a map can encourage cooperation

between people, by jointly assessing their situation and needs. By using and valuing their own knowledge and perceptions, people may feel encouraged to take action to solve their problems. Maps drawn by different groups of people in a community, for example by groups of young and old people, or by people of different ethnic and cultural backgrounds, will reflect differences in their perceptions, priorities and needs. This may have important consequences for the success of a project. If one group includes features that another group excludes, this may reveal inequalities in access to and ownership of

resources such as firewood, water, land or institutions, such as schools and shops.

Maps made by students or communities may take several days or weeks to build up, as they gain confidence through the process. Leave any map with the group you have made it with. If you want to keep a copy, make your own or take photographs.

Making a map in a classroom can help to teach students about the concept of maps and how to interpret them. It can help the student to reflect on their own surroundings. For example, they might make a map of the health and safety hazards in the school compound, village or town, showing features such as busy roads, blind corners, unprotected water sources, rubbish tips and stagnant ponds where mosquitoes breed. This might be part of a project to protect the environment or to campaign for road safety measures.

Slides (6)

Among the various types of materials available still projection, slides and film strips are the foremost visual aids. They are of great value in teaching. Slide Projector or Diascope

popularly known as Magic Lantern, is an optical aid to the process of teaching. It is used for projecting pictures from a transparent slide on a wall or screen. As it is used to project

slides, i.e., why it is called a slide projector. It helps in showing the magnified image of the slide. When the figure or illustration is very small and it is required that the whole class should see it clearly, a transparent slid of this small figure is prepared. The slide is placed inverted into the slide carrier part of the magic lantern (slide projector). The slide projector projects its erect image on the well or screen by enlarging its dimension and making the vision more sharp and clear. If he slide or film strip is colored then it would be more attractive. The slide projector is useful for small as well as large groups.

Film Strips (7)

It is an improvement upon slide projector (magic lantern). The device may be used as a slide projector or as a film strip projector. Instead of using different slide for different topics or more slides for one topic, one strip or piece of still film is prepared. Slides produced on films are called film strips. A film strip consists of a strip of cellulose acetate film 16mm or 35mm wide and length 2 to 5 feet. It usually consists of 40 to 100 separate pictures related to a particular subject, topic or theme. These pictures may be connected with series of drawings, photographs, diagrams or combination of these. Such strip or a piece of still film serves the same purpose as served by a number of slides.

There is not much difference between a slide projector and a film strip projector. In a slide projector we use separate slide while in a film strip, a strip of film (having ling strip of many slides) is exhibited. The film strip projector is a recent development and it is growing to be a more popular means of pictorial representation.

Overhead Projector (O.H.P.) (8)

The Overhead projector has opened a new dimension in communication. It represents a lot of improvement over magic lantern, slide and film projectors.

The name ‘Overhead projector’ comes from the fact that the projected image is behind and over the head of the speaker/teacher. In overhead projection, a transparent visual is placed on a horizontal stage on top of light source. The light passes through this transparency and then is reflected at 90° angle on the screen at eh back of the speaker.

How to use OHP

Step 1 Remember to plug in the OHP. Step 2 Pull the head mirror up completely. It is likely to break down if you move the head mirror up strongly. Step 3 Turn on OHP. It is ready for use OHP.
After Use: Turn off power, and move the head mirror down. If out of focus, please adjust as follows. Turn the part of gray on head mirror to the right and left until focus is correct.

White board (9)

A whiteboard has a smooth shiny white surface, which can be written: on with special pens and wiped clean with a dry cloth.

How to use a white board

You will need

• special thick whiteboard pens which have washable ink

• a sponge or cloth to clean the board Providing you have the special pens you can use many different surfaces, for example, plastic sheeting, sticky-back plastic and so on. Do not allow young children to play with the plastic bags - they could put them over their heads and suffocate. Whiteboards can be used in the same way as chalkboards for writing or drawing. In the beginning it may be difficultto keep the writing horizontal, and the same size and style, so you will need to practise.

Before writing on the whiteboard in your lesson or session, draw the summary in the lesson plan. It needs to be clear and well-arranged. Bar charts, line graphs, pie charts and diagrams can be drawn on the whiteboard before a maths or geography lesson.

Flipchart (10)

A flipchart is a series of sheets of paper, fastened together at the top. When a sheet has

been used, it can be ‘flipped’ over the top so that the next sheet can be used.

How to use a flipchart

A flipchart can be used in two ways:

• with blank sheets of paper or newsprint, which the teacher or trainer writes on during the session

• as a pre-prepared resource with pictures and or notes.

To avoid having to write while speaking, you can prepare texts and drawings before the lesson or session.

Each sheet of a flipchart should illustrate one point or message in a lecture, talk or training session. You should turn to the next sheet when moving on to the next point. This helps students and learners to understand and remember information. It also acts as an aid to you, reminding you of the structure of your lesson or presentation Development workers find picture flipcharts particularly useful for illustrating important points.

Explanatory or additional notes can be written on the back of the previous page to remind you of what you need to say or to provide information in case you are asked detailed questions. This is particularly helpful if a flipchart is to be massproduced and used by teachers and trainers who have not been involved in its design If you are working with several small groups, you can give each group a blank sheet and a pen. After their discussions, the group can write their conclusions on the sheet. The conclusions of all the groups can then be displayed for everyone to see. Suggestions and ideas from students or trainees can be written blank sheets of a flipchart to enable them to see their ideas, for example in a planning workshop for teachers. The sheets can be taken away and used for future reference to draw up detailed plans or as notes for a written report.

Work sheet (11)

A worksheet lists questions or activities for students or trainees to work through. Pre-prepared worksheets can be used successfully with groups with differing abilities or language skills because each person can work at their own pace.

How to use worksheets

Worksheets can be used for homework or a revision programme, or they can include further details to be studied for the next lesson. They can be photocopied, or copies can be made using a jelly copier or banda machine. In development work, worksheets can reinforce or remind trainees about a particular message or technique. Worksheets provide flexibility in the classroom as well as in the workshop, because they can be used individually, in pairs, or in small groups to facilitate teamwork skills.

Newsletter (12)

A newsletter is an informal printed report, which is distributed to members of a particular group in order to share information. A newsletter can be useful to promote good public relations, offering evidence that the school, college or other organization is working hard to achieve its targets. To keep a record of newsletters you have made, punch holes in them and store them in a special file. Printing costs can be funded through selling advertising space or asking local businesses to sponsor a page. Careful budget control is

necessary. Like pamphlets, newsletters are easier to produce if you know how to use and have access to a computer and a desktop publishing (DTP) programme.

Cartoon (13)

A cartoon is a simple picture of an amusing situation; sometimes it is a satirical comment on a serious or topical issue. A strip cartoon is a sequence of framed drawings, which tell a story. Both types are to be found in newspapers, magazines and leaflets. In development situations a cartoon is a method of conveying a specific message.

How to use cartoons

Cartoon pictures can enable people to discuss sensitive issues and so are useful for teaching and training. Listening skills in the language class can be extended and developed using cartoon strips. You can read out a description of something, which needs to be drawn in sequence, each part in a separate frame. Ask the students to listen carefully, while you read the piece two or three times. Then ask them to draw what they have heard. You could provide a template with a number of ready drawn frames for them to fill in. You could do this with two separate groups and ask the students to discuss what they see in the picture. You can then evaluate how well they have understood the piece you read. Cartoon strips can be used to teach sequencing and ordering to students. Find, or draw, a cartoon strip with between three and eight separate frames. Cut out each frame and rearrange them so that they are in the wrong order. Stick them down in the new order and make one copy for each group. Ask them to cut each frame out and put them in the correct order. Before you do this, show the students an example on the chalkboard of pictures in the wrong order and ask them to put them in the correct sequence.

The above exercise can also be used in a workshop or training session, using a topic related to the subject of the workshop or session. As it encourages discussion and team decision-making, it can be introduced as an ice-breaker. The less obvious the order, the more interactive the process will be as each group may suggest different answers. This

creates an opportunity for each group to explain their answers and defend their position.

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