AN ANALYSIS OF MORAL VALUES
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i AN ANALYSIS OF MORAL VALUES OF JULES VERNE’S ROUND THE WORLD IN EIGHTY DAYS A Graduating Paper Submitted to the Board of Examiners as a Partial fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in English Department of Education Faculty State Islamic Studies Institute of Salatiga Nur Fitriyani 11304014 ENGLISH DEPARTMENT OF EDUCATION FACULTY STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA 2009
Transcript of AN ANALYSIS OF MORAL VALUES
i
AN ANALYSIS OF MORAL VALUES
OF JULES VERNE’S ROUND THE WORLD
IN EIGHTY DAYS
A Graduating Paper
Submitted to the Board of Examiners as a
Partial fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam
(S.Pd.I) in English Department of Education Faculty
State Islamic Studies Institute of Salatiga
Nur Fitriyani
11304014
ENGLISH DEPARTMENT OF EDUCATION FACULTY
STATE ISLAMIC STUDIES INSTITUTE (STAIN)
SALATIGA
2009
ii
DEPARTEMEN AGAMA
SEKOLAH TINGGI AGAMA ISLAM NEGERI (STAIN)
SALATIGA Jl. Tentara pelajar 02 Telp(0298) 323706, 323433 Fax 323433 Salatiga 50721
Website: WWW. Stainsalatiga.co.id E-mail: [email protected]
DECLARATION
In the name of Allah the Most Gracious and the Most Merciful.
Here by the writer fully declares that this is made by the writer her self, and it is not
containing materials written of has been published by other people, and others people‟s
ideas except the information from the references.
The writer capable account for this thesis if in the future this thesis can be proved of
containing others ideas or in fact the writer imitates the others thesis.
Like wise, the declaration is made by writer and the writer hopes that this declaration
can be understood.
Salatiga, Maret 2009
Peneliti
NUR FITRIYANI
11304014
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DEPARTEMEN AGAMA
SEKOLAH TINGGI AGAMA ISLAM NEGERI (STAIN)
SALATIGA Jl. Tentara pelajar 02 Telp(0298) 323706, 323433 Fax 323433 Salatiga 50721
Website: WWW. Stainsalatiga.co.id E-mail: [email protected]
Ruwandi, S.Pd, M.A
The Lecturer of Education Faculty
State Islamic Studies Institute of Salatiga
ATTENTIVE COUNSELOR‟S NOTE Salatiga, Maret 2009
Case: Fitri‟s Thesis
Dear
The Head of State Islamic
Studies Institute of Salatiga
Assalamu‟alaikum Wr. Wb.
After reading and correcting Nur Fitriyani‟s thesis entitled” AN ANALYSIS OF
MORAL VALUES OF JULES VERNE‟S A ROUND THE WORLD IN EIGHTY
DAYS”. I have decided and would like to propose that if it could be accepted by
educational faculty, I hope be examined as soon as possible.
Wassalamu‟alaikum Wr. Wb.
Consultant
Ruwandi, S.Pd, M.A
NIP. 19661225 200003 1002
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DEPARTEMEN AGAMA RI
SEKOLAH TINGGI AGAMA ISLAM NEGERI (STAIN) SALATIGA
Jl. Stadion 03 Telp. (0298) 323 706, 323 433 Salatiga 50721 Website : www.stainsalatiga.ac.id E-mail : [email protected]
STATEMENT OF CERTIFICATION
AN ANALYSIS OF MORAL VALUES OF JULES VERNE’S
ROUND THE WORLD IN EIGHTY DAYS
NUR FITRIYANI
NIM. 113 04 014
Has been brought to the board of examiners in Juny, 27th
2009 M /
Ra‟jab, 04th
1430 H, and here by considered to completely fulfill the
requirement of Sarjana degree in English Department of Education Faculty
Salatiga, Juny, 27th
2009 M
Ra‟jab, 04th
1430 H
Board of examiners
Head Secretary
Dr. Imam Sutomo, M.Ag Dr. Muh. Saerozi, M.Ag
NIP. 19580827 198303 1 002 NIP. 19660215 199103 1 001
First Examiner Second Examiner
Dr. Rahmat Hariyadi, M.Pd Norwanto, S.Pd. M.Hum.
NIP. 19751015 2000212 1 006 NIP. 19670112 199203 1 005
Attentive Counselor
Ruwandi, S.Pd, M.A
NIP. 19661225 200003 1002
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MOTTO
Who Makes No Mistakes, Makes Nothing
Let’s Gone Be By Gone!
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DEDICATION
The research paper is dedicated to:
My God, Allah who always bless me
My beloved Father “H.Muhroni “and Mother “HJ. Siti Alfiyah”. Thanks for all
sacrifices, patience, trust, encouragement, support, and pray.
My beloved big brother M. Ihsanul Huda and small brothers Lukman Hakim, M. Aris
Munandar, and M.Faqih Maulana. Thanks for your kindness, togetherness, and love.
I LOV U SO MUCH…………….
My best friends and beloved friends, Ie-doel, Er-ndul, R- ma. Thanks for your support,
help, and togetherness in everything. I always remember you all.
My Friends at Boarding House of Son Club, Must-Heboh, Noer-Isna, ifah, Ug!e, Her-
List, Mie-Ra, Noe-Roel, Wie-Da, Anjar, D!ena, @yoe, and Arini.Thanks for your
attention and kindness.
My Friends at Boarding House of Pengilon City Eka, Nia, Ida, Kasun, Fiska, Mba’
Elly. Thanks for your kindness.
Thanks very much for Rental Humanist have typed my thesis in finishing this
graduating paper.
All my friends who have helped me in everything and finishing this graduating
paper.
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ACKNOWLEGMENT
All praises be to Allah. The Almighty, The Lord of The world. Whose blessings
have made it possible for the writer to realize this graduating paper? There are many
kinds of helps this without the help others. In this occasion, she would like to thanks to:
Dr. Imam Sutomo, M,Ag. The rector of State Islamic Studies Institute of Salatiga
(STAIN SALATIGA).
Drs. H. Sa‟adi, M.Ag. As the head of Educational Faculty thanks for his guidance and
kindness.
Ruwandi S.Pd, MA. The head of English Department and as my consultant who give
me support, guidance, and useful advice.
All lecturers of State Islamic Studies Institute, especially Mrs. Woro, Mrs. Umami,
Mr. Norwanto, Mr. Ari and Mr. Hammam.
My beloved father, mother and brothers who have taught me everything, facilitated
and true love, cares, prayers, and support to reach my desire. I really love u so much.
My friends of KKN, which have been always grateful with your nice flavor in
Posong, Surodadi. PakDe Mupid, PakDe Imam, Shon-Haji, MuDex, Rony-Zam, Noe-roel,
MiG!a, and Ier-ma.
My friends of PPL, Ka’ Zakka, Pie-Pie, Slamet, Chumed, Dul-Gophur, Irma, Mia-sich, Amin
and Erna WJ. I’ll miss u all………………………
All my friends in English Department Class A or Simple@ and Class B (Discovery). I’ll miss
u all.
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My beloved friends who cannot be mentioned one by one. Thanks four your
togetherness.
Finally, the writer is aware this thesis is so simple, that there may be mistakes in
it. There fore, she would like to task for the readers to critics or to give suggestion to her
because this paper is still far from being perfect.
Salatiga,gvgvbcvbvb vbvcbv
The writer
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ABSTRAC
This study scrunizes the moral values of jules verne‟s round the world in eighty
days. The objective of the study are to find the moral values and the implication to
education. The data was taken by reading the novel, identifying the data, selecting the
book I the library and clasifying the data based on the novel
According to this study shows some moral values based on the story such as
punctualy,discipline, optimsm,and positive thinking. Furthermore, punctuality gives an
important contribution to the reader that people have motivation to achieve the goal.
Discipline maens training to conform to accept standart of behavior.
This study also shows the implication of those moral values to education easily
affect by many things that can influence our moral. The writers hopes the result of the
research will give addition, information and learning process of the reader behaviour.
Keyword : moral values, around the world
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TABLE OF CONTENT
TITLE ....................................................................................................................... i
DECLARATION ....................................................................................................... ii
ATTENTIVE CONSELOR NOTES ......................................................................... iii
STATEMENT OF CERTIFICATION ...................................................................... iv
MOTTO ..................................................................................................................... v
ACKNOWLEDGEMENT ......................................................................................... vi
DEDICATION ........................................................................................................... vii
ABSTRAC ................................................................................................................. ix
TABL OF CONTENT ............................................................................................... x
CHAPTER I INTRODUCTION
A. The Background of The Study ........................................................ 1
B. Statement of Problem...................................................................... 4
C. The Objective of The Study ............................................................ 4
D. The Benefit of The Study................................................................ 4
E. Literature Review ........................................................................... 5
F. Clarification of Key Terms ............................................................. 5
G. Research Method ............................................................................ 7
H. Thesis Out Lines ............................................................................. 8
CHAPTER II THE BOIGRAPHY OF THE AUTHOR
A. Personal Information ...................................................................... 9
B. Short Story of The Novel ............................................................... 12
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CHAPTER III THEORITICAL REVIEW OF MORAL VALUES
A. Morality ......................................................................................... 17
B. Values ............................................................................................ 20
C. Definition of Moral Values ............................................................ 22
D. Relation Between Moral Values and Education ............................ 23
CHAPTER IV FINDING RESEARCH AND DISCUSSION
A. Structural Analysis of The Novel ............................................... 28
1. Character and Characterization ............................................. 28
2. Setting ................................................................................... 32
3. Plot ........................................................................................ 35
4. Point of View ........................................................................ 37
5. Style ..................................................................................... 38
6. Theme ................................................................................... 38
B. Phileas Fogg‟s personality Based on Moral Values ................... 39
C. Moral Values Analysis and Implication for Education .............. 40
1. The Analysis of moral Values .............................................. 40
2. Moral Values and The Implication for Education ................ 46
CHAPTER V CLOSURE
A. Conclusion ................................................................................... 49
B. Suggestion .................................................................................... 49
BIBLIOGRAPHY
APPENDIX
1
CHAPTER I
INTRODUCTION
A. Background of the Study
People use language as a means of communication, to express their ideas,
feelings and thoughts, either in spoken or written forms. Sometimes, we find
people use written form of language to convey their ideas, for example, in novels,
short story, etc, which are commonly called literature.
Literature is a word that sometimes some people do not bear in their mind
that they are reading a piece of literary work. It might be because they do not know
what literature is and if they know, each of them has a different perception about it.
R.J.Rees states that literature is writing which expresses and communicates
feelings, thoughts and attitudes towards life.1 Writers of literature want to
communicate their feelings of their emotion, so that the reader will feel what the
writers feel. According to Frederick literature means: “ A vital record of what men
have seen in life, what they have experienced of it, what they have thought and felt
about those aspects of it which have the most enduring interest form human
beings, it is fundamentally an expression of life through the medium of language.2
It is important for us, educated people, to read literature. We read because
of a hunger for information, or amusement, or scale, because of an appetite for
truth that seems to grow by what it feeds on. By reading, we will discover
ourselves and our world, then asses our special roles in universe and learn the
1 R. J. Ress, 1973. English Literature, An Introduction for Foreign Readers, London: Mac Millan
Education ltd. P. 2 2 Frederick J, 1988, English Poetry, Jakarta: Departemen Pendidikan dan Kebudayaan, p. 4
2
meaning of the personal struggle in which we are engaged. In other words, we
want to share experience.
Literature helps us learn more about human life. English literature can be
helpful for foreign students or visitors who are to learn something about a
particular region, and understand how human character and emotion are influenced
by natural surroundings.
Literature will expand people‟s mind and sense of life. Literature is
important for their life because it does not only give them pleasure but it also gives
them the possibilities which they may encounter in their life. It can be used as a
tool to study language. It helps language learners to improve their mastery of the
target language. By reading short stories, as one form of literature, learners learn
the patterns and functions of language.
Literature can be a good source for readers. However, it clearly depends
ultimately on each particular group of readers, their needs, interests, cultural
backgrounds and language levels. Readers are usually interested in reading some
literary works like drama, novel, prose, fiction, poem, short story, etc. Because the
central theme of those are mostly life, love and death which are undergone by all
readers participating in the adventure and experiences of the character in the story
which really seems alive.
Literature possibilities may be used to foster student‟s social development.
An important part of socialization is to become aware of different views, and
literature is an excellent way of accomplishing this.
Literature consists of values for education. Short story can possibly have
moral value for us if we can understand what messages conveyed by the story. By
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reading literary works, such as short story, we will find more information about
moral values which plays an important role in our lives.
Literary texts have a powerful function in raising moral and ethical
concerns in the classroom. Plato states that by studying literature we are in some
sense making ourselves better people: literature is in fact something from which
we get moral education.3
The writer is interested in novel as her literary work because she wants to
make the readers realize that there are many problem in life and there are always
good ways to over come them. The writer, in this graduating paper emphasizes on
how the main character follows the moral value of investigation to solve her
problem as seen in this novel. She believes that the readers will not get difficulties
to comprehend this novel because they have experience in their life as seen in the
novel, so experience gotten from it is not difficult for the readers. The readers only
need to know how to understand the story and how the story will be useful for
them.
In this graduating paper, the writer wants to analysis a novel entitled
“Round The World in Eighty Days” by Jules Verne. She chooses it because Jules
Verne is a famous author who has written many books of adventure and
imagination. In addition the content of the story in the novel mostly tells about the
adventure, traveler and wonderful journey‟s by ship, train, sledge and even
elephant. Based on the reality on above, the writer tries to analyze the moral values
of investigation in Jules Verne‟s novel.
3 Ibid, p.13
4
B. Statement of Problem
In this research, the writer proposes statements of the problems are as
following:
1. What are moral values that can be found in the novel?
2. What is the implication of moral values in education?
C. The Objectives of the Study
In this research the objectives of the study are as the following:
1. To find out moral values found in the novel
2. To find out the implication of moral values in education
D. The Benefits of the Study
1. Academic Benefit
The benefit of the study is to be beneficial to the world of literature and
can be the complementary study of the other Jules Verne’s “Round the World
in Eighty Days”.
2. Practical Benefit
a. The writer expects that the study can contribute to the development of
literary study, particularly among students of STAIN Salatiga who are
interested in the study.
b. The writer expects that the readers of Round the World in Eighty Day’s get
more educational and moral values to entire the life.
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E. Literature Review
Many students of State Islamic Studies Institute of Salatiga have analyzed
moral values in the literary works. The analysis of moral values ever has ever been
conducted by Syaifudin Zuhri in his research entilted “Analysis on Robert Lous
Stevenson’s Treasure Island, a study on trust between the adult and the young”.
The research finding of the thesis is that people should help each other in order to
achieve a decent life, and they should respect to the other as well.4
While Hasan Ashari analyzed moral values of short story entitled “An
Analysis of Moral Values and Language Style Found in Ed Wallace’s Short
Story”. The research finding of the thesis is that, responsibility and politeness are
very important in life. Then he conclude that people should help each other to
meet their need. Also, they can enlarge their vocabulary when finding difficult or
new words.5
Besides, the student who analyzed moral values is “Suparti in her
graduating paper the Moral Values of the Swan Song (The Play of Anton
Chekov)”. In her research she found that the moral values of the Swan Song is
optimism.6
F. Clarification of Key Terms
To avoid mistakes of the title proposed the writer clarifies the terms as the
following:
4 Saifudin Zuhri, Analysis on Robert Louis Stevenson’s Treasure Island, A Study on Trust Between
Adult and the Young, Unpublished thesis, SALATIGA, STAIN, 1997, p.57 5 Hasan Ashari, An Analysis of Moral Values and Language Style in Ed Wallace’s Short Story,
Unpublished thesis, SALATIGA, STAIN, 1999, p.58 6 Suparti, Optimsm as the Moral Values of the Swan Song( The Play of Anton Chekov), Unpublished
thesis, Salatiga, Stain, 2006
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1. Analysis
Analysis is the study of something by examining it is apart or statement
of the study result in doing something. In her thesis the writer analyzes that
novel by examining parts of the novel itself.
2. Moral Values
According to Hurlock Elizabeth, moral is controlled by the moral
concepts, the rules of moral to which the members of culture have become
accustomed to and which determine the expected behavior pattern of all group
members. Every society has values to arrange their life that contains some
principles, ideals and standards.7
3. Jules Verne
Jules Verne (1828 – 1905), French writer and pioneer of science
fiction. He wrote many books of adventure and imagination. He was born on
February 8, 1828, in Nates, France. He was the first child of successful lawyer
who fondly imagined his son would follow in his footsteps. In 1847, he was
sent to study law in Paris. In 1857 he married with a young widow at 26 years
old which name Honorine de Viana Morel, and they have two small children.
4. Round the World in Eighty Days
Round the World in Eighty Days is one of the novels written by Jules
Verne. It was first published serially in newspaper in 1872. This book was first
written in 1874, and best known works today are Thousand Leagues Under the
Sea and a Round the World in Eighty Days. This book mostly tell about the
adventure traveler and wonderful journey‟s by ship, train, sledge and even
elephant.
7 Elizabeth B. Hurlock, Child Development Six Edition, Mc Graw Hill Book Company, Page 386.
7
G. Research Methodology
1. Research subject
The research subject in this study is in Jules Verne‟s novel.
2. Research object
The research object in this study is about moral values.
3. Data sources
The writer devided into primary source and secondary one. The
primary source is looked and understood from the novel. In this case, the
primary source is taken from the the novel. The secondary source is taken
from the kind of literature to increase and add to the theory of literature
4. Technique of collecting data
The data of the research collected by doing the foolowing steps are:
a. Reading the novel twice or more is very important
b. Identifying to fine the data related to the study
c. classifying the data based on the to the related variables
d. Selecting the relevant data
e. Reporting selected data
5. Technique of analyzing data
The steps of the data analysis are:
a. Exposing the data in order to reveall the problems
b. Explaining the data to fine the reasons for of cause of and justify the
problems
c. Interpreting the data
d. Compare the data with the fact in order to fine the similarities between
them
e. Concluding in order to answer the statement of problem
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H. Thesis Outlines
This paper is developed into five chapters.
Chapter one is introduction covering background of the study, statement of
the problem, the objective of the study, the benefit of the study, clarification of
key term, literature review, research methodology and thesis outline.
Chapter two presents the biography of the author and the short story of the
novel.
Chapter three presents the review of related theories of moral values
containing moral, values, definition of moral values and relation between moral
values and education.
Chapter four presents the research finding and discussion that consists of
moral values analysis of the novel and the implication for education.
Chapter five is closure. It presents conclusion and suggestion.
The last part is bibliography and appendix.
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CHAPTER II
THE BIOGRAPHY OF THE AUTHOR
A. Personal Information
Jules Verne (1828 – 1905), French writer and pioneer of science fiction,
whose known works today are Twenty Thousand Leagues under the Sea (1870)
and Around the World in Eighty Days (1873).
The best of his work is characterized by intelligent prediction of technical
achievements actually within man‟s grasp at the time Verne wrote. Jules Gabriel
Verne was born on February 8, 1828, in Nantes, France. He was the first child of a
successful lawyer who fondly imagined his son would follow in his foot steps. His
parents were of a seafaring tradition, a factor that influenced his writings. As a
boy, Jules Verne ran off to be a cabin boy on a merchant ship, but he was caught
and returned to his parents.
His father, Pierre Verne, was a lawyer from the family of summer house
just outside the city. Young Jules could look out and see the great docks and
shipbuilding facilities of the region. For payment of France Jules and his younger
brother Paul would rent a boat for the day and go sailing behind their summer
house.
When he was nine years old, he went to boarding school with Paul. At age
eleven, he tried to make his dream of adventure come true by slipping out early in
the morning. He met a cabin boy in the town square and trade place with him,
soon he was a board to chorale and sailing for the orient. However, the chorale had
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one more home call to make and when they stopped at Pamboeuf that evening, he
found his father waiting for him. A neighbor had seen him board the ship and told
his parents, then he was sorry to leave the boat but also relieved because he had
been very sea sick. In his twelfth year, Jules shipped as a cabin boy on an ocean –
going three – master. The ship was intercepted by his father before it had put out
to sea, and Jules said to have promised his parents that “in future he would travel
only in imagination” a prediction fulfilled in a manner his parents could not have
foreseen.
In 1847 he was sent to study law in Paris, while there, however, his passion
for the theatre grew. He met Alexander Dumas (Author of the Three Musketeer).
Dumas were very rich, famous and owned his owned theatre. He took him under
his wing and it was in his theatre. Jules Verne‟s first play (broken straws) was
published with some success. His father was outraged when he found out Jules
Verne wasn‟t study law so he discontinued the money for giving him to pay for his
expenses in Paris.
When he went brake, he tried working as law clerk, but soon gave it up.
Luckily, Dumas came to his rescue and made him the secretary of lyric theatre.
With a steady income, he was free to write. He wrote several plays but he was
tired of theatre job and after five years gave it and started writing fill time. He
continued to write comedies and operettas and began contributing short stories to a
popular magazine, le Musee des Familles.
Furthermore, he traveled to Amiens, France where he went to see a friend
get married. While he was there, he met a young widow 26 years old, Honorine de
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Viana Morel, and he fell in love with her. But being a starving artist like he was,
Jules couldn‟t support a family without job. Later, he took a cue from Honorine
brother as a broker‟s office to earn money. In 1857 he married and set up home
close to the National library and the stock exchange. He under took a number of
journeys, among them trip to Scotland in 1859 and to Denmark in 1861.
In 1863, Jules and Honorine feel happily because their first son was born
and the same time he was published his first novel “Five Weeks in a Balloon”,
after him spending many hours in Paris libraries studying geology, engineering
and astronomy. The publisher‟s name was Hetzel, recognized Jules talent. Then he
signed a contract with him after it Jules started writing novels such a “Journey to
Center of the Earth (1864). A journey to the center of the earth (1864) “describes
the adventures of a party of explorers and scientists who descend the crater of an
Icelandic volcano and discover an underground world”. While From the Earth to
the Moon (1865) and its sequel, Round the Moon “he describes how to
adventurous Americans joined, naturally by an equally intrepid Frenchman,
arrange to be fired in a hollow projectile from a gigantic cannot that lifts them out
of the earth‟s gravity field and takes them to close to the moon”.
Later he wrote two masterpieces: Twenty Thousand Leagues Under the Sea
(1870) “relates the voyage of the submarine Nautilus, built and commanded by the
mysterious Capt. Nemo, one of the literary figures is whom Verne in corporate
many of his own character traits”. And Around The World in Eighty Days (1873)
“tells about a successful wager made by a typically phlegmatic Englishman,
12
Phileas Fog “the other popular novels include The Mysterious Island (1875) and
Micheal Strogoff (1876).
Because of the popularity of these and other novels, Verne became a very
rich man. In 1876, he bought a large yacht and sailed around Europe. However,
after all his success, Verne met up with a series of bad luck, his brother Paul‟s son,
Gaston, suffered and mental break down. He was confined to his home but one
day in March of 1886 he escaped with a loaded revolver. On wild impulsive, he
went to Jules uncle‟s home and rushed Verne with the gun. He tried to wrestle it
free from Gaston but as he died, the gun went off twice. One shot going into the
doorstep and the other going into Verne‟s leg right below the knee. The wound
was relatively slight but very painful and doomed Verne to walk the rest of his
with a chance.
On top of this, Hetzel, the publisher who had made his career was died
followed by the death of his own mother. His father had also died a few years
before. Finally he had to sell his yacht, the Saint Michael IV because he couldn‟t
longer steer with his leg but he continued to write.
Finally he continued to live with his wife, Honorine, until his eyes failed
followed his healthy. He died on March, 24, 1905. He was buried in the Madeleine
Cemetery on the out skirts of Amiens. However, he continued to live in the hearts
of his fans in 1922, Marconi (father of the radio) summed it up by saying “Jules
Verne made people see visions, wish they could do thing, and stimulated them to
do them”.
B. The Short Story of the Novel
13
The story starts in London on October 2, 1872. Phileas Fogg is a wealthy
English Gentlemen who lives unmarried in solitude at number 7 Saville now. He
lives a modest life with habits carried out with mathematical precision. As is noted
in the first chapter, very little can be said about Mr. Fogg‟s social life other wise
he is a member of the Reform Club. 2nd
of October he had dismissed his servant,
James Foster, for bringing him saving water at 84 degrees Fahrenheit rather than
the regular 86, Mr. Fogg hires the Frenchman Passepartout, about 30 years of age
as a replacement.
Around the world in eighty days begins at the Reform Club. Members of
the club are Phileas Fogg, Thomas Flanagan Samuel Fallentin, John Sullivan,
Gauthier Ralph and Andrew Stuart who are talking about the bank robbery. Later,
this conversation leads to a wager. On that day, in the Reform Club, Fogg gets
involved in an argument about possible to travel around the world in eighty days.
While they do not believe that it can be then one of them read out from the paper.
From London to Suez, By rail and boat 7 days
From Suez to Bombay By boat 13 days
From Bombay to Calcutta By rail 3 days
From Calcutta to Hong Kong By boat 13 days
From Hong Kong to Yokohama By boat 6 days
From Yokohama to San Francisco By boat 22 days
From San Francisco to New York By rail 7 days
New York to London By boat and rail 9 days
14
Totally 80 days
This calculation does not take into account practical matters like trouble
finding transportation, but Fogg is sure that with his superbly calculative mind he
can actually do it. He accepts a wager for £ 20.000 from his fellow club members,
which he will receive if he makes it around the world in 80 days. Accompanied by
his man servant, Passepartout, they leave London by train at 8.45 P.M at evening
on October 2, 1872, and thus is due back at the Reform Club at the same time 80
days later, on December 21.
Within a few days all of London, people know about Fogg‟s adventure
from the newspaper throughout the country about Englishman attempting to travel
around the world in eighty days.
The first stop in the Suez Harbor, detective Fix and consul are waiting for
the arrival of Mongolia (the name of ship). Fix is looking for the bank robbery
who took twenty thousand pounds from the Bank of England. The ship docks and
Passepartout disembarks and talks to Fix. Fix begins ask to Passepartout about his
master, Fogg. He tells him that Fogg is wealthy and they are going around the
world. Fix decides that Fogg is the bank robber and he sends a telegram to the
police commissioner.
Furthermore, Fix is trying to convince the consul not to stamp their
passports because he believes that Fogg is a criminal. Fogg rents an elephant and
gets his passports stamped. They are on their way to Bombay.
15
The elephant stop in the middle of the jungle, but they still manage to
arrive in Bombay two days earlier than expected. Passepartout wants to use the
time to rest. Fogg insists they continue going and the two days should be saved.
Now with two days extra, they switch to the railway in Bombay, setting off
for Calcutta; a conductor enters and tells them that the tracks have ended. They
must continue on foot to the Allahabad station. They meet the elephant owner and
offer to purchase the elephant.
During the ride, they come across a suttee precession, in which a young
Parsi woman, Auoda, is led to a sanctuary to be sacrificed the next day by Thug
gee worshippers. Since the young woman is drugged with the smoke of opium and
hemp and obviously not going voluntarily, the traveler decides to rescue her. They
follow the procession to the site, where Passepartout secretly take the place of
Auoda‟s deceased husband on the funeral pyre, which she is to be burned the next
morning. During the ceremony, he rises from the pyre, scaring off the priests and
carries the young woman away. Due to this incident, the two days gained earlier
are lost but Fogg doesn‟t regret it.
Fix is waiting at the Calcutta train station; he calls a police man to arrest
Fogg. During the trial Passepartout is found a mistake of desecrating the Pagoda of
Malebar Hill and sentenced to fifteen days imprisonment, the judge thinks Fogg
should be sentenced for being Passepartout‟s master. Fogg offers to pay ball and
they leave them.
Due to a storm, the ship to Hong Kong is anticipated to arrive 20 hours
late. On the deck ship she gives a question what him about Fogg. They get to
16
Hong Kong 20 hours late while Mr. Fix is waiting there, while on his way to tell
Fogg that he steamer to San Francisco has been delayed (so they don‟t have to
wait a week for the next one). Passepartout meet a Chinese man who gives him
opium. Passeparout is carried on the General Grant by two police officers, and
Fogg is ever told about the steamer – The steamer leaves without him.
John Bunsby agrees (for a large sum of money) to take them to San
Francisco via Yokohama. Fogg offers him two hundred pounds to assist on the
boat. Meanwhile, he wakes up on the S.S General Grant and realized that he left
without them.
Passepartout attacks Mr. Fix for setting him up and making him miss the
boat to San Francisco. Mr. Fix explains to him that he is a detective and believes
that he is a criminal. Passepartout agrees not to tell him about the detective.
On the next day, he starts looking for an alternative for crossing of
Atlantic. He finds a small steamboat, destined for Bordeaux. However the captain
of the boat refuses to take the company to Liverpool. Where upon Fogg consents
to taken to Bordeaux. On the voyage, he bribes the crew to mutiny and take course
for Liverpool. Going on full steam all the time, the boat runs out of fuel after a few
days. Fogg buys the boat at a high price from the captain.
The Companions arrives the Queenstown in time to reach London and
Liverpool before the deadline. However, once on British soil again, Fix produces a
warrant and arrest Fogg. A short time later, the misunderstanding is cleared up the
actual bank robber had been caught three days earlier in Edinburgh.
17
In response to this Fogg, in a rare moment of impulse, punches Fix, who
immediately fall to the ground. However, Fogg has missed the train and return to
London five minutes late, assured that he has lost the wager. But a hot air balloon
takes them to London twenty four hours a head of schedule. Fogg wins his wager
and gains a wife, Mrs. Auoda.
18
CHAPTER III
THEORETICAL REVIEW OF MORAL VALUES
In this chapter, the writer presents some theories, definition from some linguist
that underlined the topic of the graduating paper. The writer expects that this will give
the readers a wider or further understanding to this graduating paper this chapter
provides the moral, values, moral values and correlation between moral values and
education.
A. Morality
Talking about moral, it cannot be separated from ethics, because it related
each other. To give a definition of morality is sometimes complicated since it has
many different meaning. Not all definitions of morality will be accurate. Unless it
also takes into account the character of the persons. However it is very important
to know the definition of morality. Moral as principles of right and wrong in
involves our standing about what is right and wrong of human conduct.
Morality is a code of conduct of different societies the features that are
essential are that morality is a code conduct that is put forward by a society and
that those members if that society use it as a guide to behavior.
From that statement above, the writer can conclude that morality bring
one‟s attitudes into a right relationship with other people, it is not only in
something we usually do but also about our opinion and our conscience of what is
right and what is wrong.
19
Moral value has grown up since we are born then our parents teach us how
to act property, it is important for me to begin by trying to define morality.
Talking about moral, the points is not only on something we usually act but also
about our opinion and our conscience of what is right and what is wrong, about
what we have to do and what we should not to do from the moral point of view we
know weather we have done is right or wrong, and whether the side effect good or
bad. Moral brings one‟s attitude into a good relationship with the other people in
society.
According to Hornby “Moral as principles of right and wrong”.8In society,
if we want to solve a problem, we have to conclude something based on moral
reasoning. Almost everyone knows something about moral reasoning, whenever
we argue about how we should act or when ever we give reason to justify or critics
our behavior.
The word “Morality and ethics” come from Latin and Greek (more and
ethos) deriving their meaning from the idea of custom. As we have known, one of
the difficulties in trying to define the term “Morality” is that words can have many
different meanings.
According to Fox and De Marco, sometimes “Morality” is used to refer to
the custom or practices of a person or group, where as the word “ethics” is used to
refer to the rules or principles explicitly held or state by that person or group.9 In
other word, morality refers to the principles of conduct of both actual moralities
8 Hornby,A.S,1989.Oxford Advance Learner‟s Dictionary of Current English, Oxford: University
Press.p.548 9 Fox and De Marco,1990,Reasoning or Moral Values: a philosophic Approach to applied
Ethich.Orlando,Florida.Holt, Reiehart and Wiston, inc, p. 6
20
and ideal morality. Ethics will be used to designate the systematic endeavor to
understand moral concept and justify moral principles and theories.
Talking about ethics, the classification of ethics can be seen in the
following explanation:
1. Cultural Relativity
Graham summer states that folkways are the right ways to satisfy an
interest, because they are traditional, and exist in fact.10
There is a right way to
cutch game to win a wife, to make one self disappear. To cure disease, to
Honer warpath, in council and so an in all cases which can arise moral the
traditional by experience.
The different background of cultures make people have different ways
to do their habit in society, everyone from different cultured have different
customs social scientist can tell us what people have to believe and how people
to act in fact or rules or their cultures.
2. Family Relationship
There are many duty involved in being a family member. For example
a father has responsible to fulfill children‟s need, a parent has responsible to
care their children need, a couples are supposed to do with or not help by
another members. Interaction among family members in their family will
provide a training ground for moral life. When some of the responsibilities of
family members are done fairly well according to their role on the family, they
have no problem to interact in their society.
10
ibid,p.8
21
3. Ethical Egoism
Ethical related to egoism. According to Pojman, there are four types of
egoism. They are:
a. Personal Egoism
Personal egoism is a description of type of personality not a
description of human nature.
b. Individual Ethical Egoism
Individual ethical egoism is the view that everyone must see him or
her self interest. She or he only thinks in terms of what is good for him,
weather it is not good for anyone else.
c. Universal Ethical Egoism
Universal ethical egoism states that everyone must leave his or her
own self interest. Everyone ought to 20 what will maximize one‟s own
expected or brings one‟s own happiness. Of course it means harming
others.
d. Psychological Egoism
Psychological egoism is the theory everyone always does that act
once perceives to be in one‟s best self interest.11
B. Values
11
Pojman,p.Louise.1990,Discovering Right and Wrong ,San Francisco Wadswort Publishing company,
p.97
22
The word value comes from the Latin “Valerie” means to be a worth is
highly elastic. Value usually tells about right and wrong. Sills states that value is
seen to be more basic that an attitude, often a type of belief, centrally located
within one‟s total belief system about how one ought, or ought not to behave, or
about some end of state of existence worth, or not worth and attain12
.
Values are thus abstract ideals, positive or negative. They are not tied to
any specific attitudes object or situation. Also they represent a person‟s belief
about deal models of conduct and deal terminal goals.
According to Frankel “a value is an idea, a concept about what someone
thinks is important in life”13
. When a person values something, be or she seems it
worth work, worth having, worth doing or anything to be obtained. Furthermore,
Frankel asserts that the study of values is usually divided into aesthetic and
ethics.14
Aesthetic refers to the study and justification of what human being
consider beautiful, what they enjoy then ethics refers to the study and justification
of conduct, how people behave. The basic of ethics is the moral question and the
reflective consideration of what is right and what is wrong.
The reason people give for valuing things (a particular type of person, an
object, a way of behave) can tell us a bit about them. Certain foods, clothing, or
types of music may be valued because they appeal to our testes because we find
them pleasing to the sense – something may even be valued for by other reason
12
D. L.Sills, 1968, International English Encyclopedia of Social Sciences, New York : The Mac Millan
Company and Fress Press, p. 454 13
R.J. Frankeal, 1977. How to Teach About Values: An Analytics Approach New Jersey: practice- Hall,
inc. p.6 14
ibid, p.7
23
that the people who value them have been told they are worth valuing that they are
important or worth wile.
Finally, certain ways of acting towards other human beings may be valued
out of a deeply felt belief, based on experience and reflection that those ways of
acting are right and wrong.
All people do not value the same things. The value of one person may be
so different from those of another. In fact that the two themselves on considerable
disagreement, even conflict with each other.
In short values are release about the worth of things. They are concept
abstractions. Such as they can be defined, compared, contrasted, analyzed,
generalized about and debated. As standard, they can be used explicitly to judge
the worth of things.
C. Definition of Moral Values
Before steeping further to moral values, the writer intends to note first at
the discussion about “values”. As we see that every society has its own values to
arrange their life. Containing some principles, ideals and standards. Values act as
general guides to behavior or as point of reference in decision. Making or the
evaluation of beliefs or action and which are closely connected to personal
integrity and personal identity.
Moral behavior means in conform to the moral code of the social group.
“Moral” comes from the Latin word mores, meaning, manners, customs and
24
folkways.15
Moral is controlled by the moral concepts, the moral to which the
members of culture have become accustomed and which determine the expected
behavior pattern of all group members.
Norms and values usually contain the principles of what is good to follow
and what is bad to avoid. Discussing about moral values in a fiction, the writer
intends to write his works in order to offer a model of an ideal life. Fiction
contains the application of the model in which the characteristics or the behavior
of the characters conform to the writer‟s view about morality.
Moral values cause human to deviated acts that can make other people fell
disadvantages, they live in social community and every society has moral values
to arrange their life containing some principles, ideas and standard.
A standard values helps us to determine the simple tenses. If they like
something or not. In a more complex manner, value help us to determine the
weather a particular thing such an object, a person, an idea a way of behave and so
on, or class thing a good or bad.
People usually recognize morality as good or bad, right or wrong. They
also say that another consider morality seems to include the evaluation of the
character or person and the quality of institutions, and these are not actions.
In defining morality, the encyclopedia of philosophy states that moral
system contains:
1. Belief about the nature of man.
15
Elizabeth B. Hurlock, op.cit, p.386
25
2. Belief about ideals, about what is good or desirable or worthy of pursuit for its
own sake.
3. Rules laying down what ought to be done and what ought not to be done.
4. Motives that incline us to choose the right or the wrong course.16
D. The Correlation between Moral Values and Education
In this chapter, the writer would like to present the relation between Moral
Values and Education.
1. Moral Education
Before they talk about Moral Education they have to know the meaning
of education first. Education come from word “educate” it means that, to elicit,
to give rise, to develop and to train the main character. While in dictionary of
psychology, education is the institutional procedures which are employed in
accomplishing the development of knowledge, habit attitudes etc, but usually
the term is applied to formal institution.17
Moral is conformity to the moral code of the social group. It concerns
principles of what is right and wrong. And also standard of behavior. Even
thought it is an attitude which is practiced in natural and reflex action, but it is
not an unconscious deed. A good people will have moral because actually
moral is one of the result of strong faith and the growth of religious attitude of
a person.
16
Encyclopedia of Phylosophy, USA, Mac Millan Inc, 1967, p. 150 17
Muhibbin Syah, Psikologi Pendidikan, PT Rosda Karya, Bandung, 2000, p. 10
26
The two words – Moral and Education – compose a new term; moral
education is series of basic principle of moral and made into his habit from
childhood until adulthood.18
According to Gutman‟s definition, moral
education is a conscious effort shared by parent, society and professional
educator to shape the character of less educated people.19
From the definition of moral education above, it was clear that moral
education is very important thing for our life from childhood until adulthood.
The child must be learned to make correct specific responses in specific
situation. The child learns as a little child to conform to standards of conduct
in the home. Later, when the children go to school, the child to conform to the
school‟s standards, when they become a member of a play group, they
conform to the standards of that group. If the standard of the home, school and
the play group all agree, it will be easy for the child to see something and thus,
in time, develop abstract concepts of right and wrong.
Teaching the child what is right and wrong is not enough. They have a
wide fund of moral concepts but they cannot be expected to apply his moral
knowledge to meet concrete experiences in every day life, then they must be
guided in the development of habits of action. The child have to know some
wrong doing for example cheat in school, take money from the mother‟s
pocketbook or lie in order to escape punishment for wrong doing.
As professional educators, they have to teach moral values, besides that
they should teach how children practice their behavior to other people.
18
Abdullah Nashih Ulwan, Pendidikan Anak Dalam Islam, Pustaka Amani, Jakarta, 1999, p.193 19
Jacques S. Beningga, Moral Character and Civic Education in the Elementary School, Teachers
Collage Press, New York, 1993, p.4
27
Children will come in a social community which the moral values will be hold
in their live.
No child can be expected to build up moral code of his own. Instead
every child must be taught with moral standard of right and wrong. Parents as
a guider, they must be responsible to teach, guide, and educate to their children
of right and wrong. Then they must be given them a good example because the
child will do what is the parents do which is right or wrong, because it can
influence toward children moral education.
Furthermore, discipline is one way to build good moral because it‟s of
behavior. The whole purpose of discipline is to teach the child what is right
and to see that the child act as society expects the child to act. If discipline has
been of the right type and it used consistently, instead of in ethical conduct
sooner or later becomes habitual. When pleasant associations, in the form of
praise, social approval and reward are tied up with socially desirable behavior,
ethical conduct is learned more quickly than it otherwise would be. Finally, the
ultimate aim of education tries in realization of complete submission to good
on the level of individual, community and humanity at large.
2. Morality and Religion
According to Bon hoofer that morality and religion are inseparable.
Indeed, it has often been held that morality is wholly dependent on religion,
that a man who has no religion cannot have any morality. John Locke states
28
that morality begins with religion, so that if men had never been religious, they
could never have learned morality.20
Morality is the most important factors for building in Moslem society.
It is characteristic brought by humans since they were born and planted in their
soul. The progress of science and technology are resulting and growth of
culture had impact toward the moral aspect. A child‟s moral understanding of
specific religious rules. Morality for the secular child as for the devoutly
religious is perceivable on the same set of fundamental interpersonal issues.
As a Moslem we know that prophet Muhammad was sent into the
world is for making perfect behavior or making correct behavior of humans.
The term of moral has a close meaning with the word Arabic of “Akhlaq” that
means behavior character and attitude.
From that statement, Islamic education invites human beings to be
instance of faithfully and has good behavior with several methods of
education. The aim of moral education in Islam is to establish human to have
good moral, hard desire, courtesy, honest and pure. However, it does not mean
that another factor is ignored by educator. Because generally people need
physical, intellectual, social education.
The soul of Islamic education is moral and behavior education. The
Islamic values in education focus on personality and character development of
children, give attention to the real needs and concern to pupils, give
understanding of critical thinking and problem solving skills which are needed
20
Encyclopedia of Philosophy, Op.Cit, p.150
29
to be successful as Moslem in society. If people hope success in their goal to
raise their children Islamic, they must understand the process of moral
development and the methods of affective and learning.
The aim of Islamic education is establishment of behavior of
individuals to have moral, pure soul, hard desire, true idea, and great moral
and can differentiate the matter of good and bad. Islamic education has
important role in establishing children or human in society to be human of
good character by giving knowledge and science about Islam. They must
understand and apply their science in their environment with Islamic values.
30
CHAPTYER IV
RESEARCH FINDING AND DISCUSSION
A. Structural Analysis of the Story of Novel
In this chapter, the writer discusses the structural story of novel. The
structural elements of the story are character and characterization, setting, plot,
point of view, style and theme.
To understand the meaning of a literacy work as a whole, it is important to
analyze the structure of the work. The structure analysis of the story of the novel is
the following:
1. Character and Characterization
Character is the most important element in a novel. Robert states that
character in literature is the author‟s creation, through medium of words of
personality who take an action, thoughts, expression, a unique attitude and
appropriates of that personality.21
According to Kennedy, character is an
imaging person who in habits in a story.22
Character is divided into two kinds,
major and minor characters.
a. Major character
Major character is the most important character in the story,
because this becomes a central action. In this novel, there are three major
characters, they are:
21
Robert Lado, 1964, Language Teaching A Scientific Approach, Mc Graw Hill Inc, NEW York, p. 11-
12 22
Drs. Sunaryono Basuki Koesnoesoebroto, M.A. The Anatomy of Prose Fiction, Jakarta: Depdikbud
Deriktorat Pendidikan Tinggi, 1988, p.67
31
1) Phileas Fogg
Phileas fogg was undeniably a wealthy man. At all events while
in no way extravagant, he was not mean, for wherever a sum of money
was wanted to make up required for some noble, useful of generous
object, he gave it quickly and even anonymously.
He spoke as little as possible, and this silence made him
appears all the more mysterious. And yet he lived quite openly, but
there was ever such a mathematical regularity about everything he did.
2) Pasepartout
Passepartout was Fogg‟s new servant. His age might have been
forty. His countenance was noble and handsome. His figure was tall,
and name the worst for a sight tendency to stoutness; his hair and
whiskers were fair, his forehead was smooth and bore no sign of
winkles at the temples, the face had little color, the heath were
splendid.
As for Jean, surnamed Passepartout, he was a real Parisian, for
five years he had been living in England, acting as a valet in London.
Passepartout was a good follow with a pleasant face, lips rather
prominent, ever ready to taste and to kiss; he was a gentle, obliged
creature with one of those honest round heads that you like to see on
the shoulders of a friend. His eyes were blue; his complexion was
warm; his face was chubby enough to allow him to saw his check-
bones.
32
His chest was broad; his frame was big and muscular, and he
was endowed with Herculean strength which had been admirably
developed by exercises of his youth. His hair which was brown was
some what ruffled. Passepartout endeared himself to the readers with
his warmth, his sense of humor and his ability to act bravely as well as
comically.
3) Aouda
Auoda was a Parsee Indian princess who an orphaned at an
early age. She was made to marry an old Rajah and when he died,
fanatical Hindus fried and forced her to commit the sacrifice of her life.
Fogg‟s group rescued her. She went back with them to England, as she
unable to find her relative in Hong Kong.
b. Minor character
The major character is the most important character in the story.
Although, the story is about the major character, they cannot stand in their
own; they need other character to make the story more convincing and life
like. The minor characters are less important than those of the major
character.
1) Phileas Fogg‟s Partners at whist
The engineer, Andrew Stuart; the bankers, John Sullivan and
Samuel Fallentin. The brewer, Thomas Flanagan, and Gauthier Ralph,
one of the governors of the bank of England are Fogg‟s partners at the
33
reform club. It was one of them that challenge Fogg to go around the
world in eighty days.
2) Detective Fix
There was a major bank robbery in England around the same
time that Fogg leaved for his journey round the world. Detective Fix
was one of the many other detectives who seek to find the culprit so
they can get a percentage of the stolen money as a ward.
He came to the wrong conclusion that Fogg was the bank
robber and merely pretending to go around the world when his real
purpose was to free the law.
3) James Foster
The writers get only one mention of him in the first chapter. He
had been a servant of Fogg before Pasepartout, but Fogg had dismissed
him because he committed the minor offence of bringing the shaving
water at the wrong temperature.
4) Lord Albemarle
The whole of England gets involved in the speculation as to
whether Fogg will be able to complete his journey in eighty days while
most fell that he will be unsuccessful, one single supporter remained
faith full to Fogg, an old paralytic lord Albemarle.
5) British consul
34
He waited along with detective Fix for the boat Mongolia to
arrive at Suez. Daily, he would see English ship pass through the canal.
The detective told the consul that they must try and detain Fogg here,
but the consul could not do that lawfully and so did not.
6) Whist partners on the Mongolia
While Fogg was on a board the Mongolia ship to Bombay he
finds whist players he found whist players as enthusiastic as himself.
These were clergymen the reverend Decimus Smith, a collector of
taxes and a brigadier general Sir Francis Cromarty also accompanies
Fogg from Bombay to Calcutta.
7) Chief of Bombay Police
Fix tried to induce the chief of Bombay police to give him a
warrant for Fogg arrest. The chief of police would not do as the case
concerned the London police, which alone was empowered by law to
issue a warrant.
8) John Bunsby
The captain of a pilot-boat who brings Mr. Fogg, Passepartout
and Aouda to Yokohama which a cross the open Ocean.
2. Setting
The second element of the structure of the story is setting. That
element of fiction which reveals to reader the where and when of events is
called setting.23
Obviously, the actions of the characters take place at
sometimes in some place, and something; these temporal and spatial
surroundings are the setting. Even if a story took place in a timeless avoid, that
avoid would be the setting, a striking one of that.
23
Simon and Schuster, How to Analyze Fiction, New York, Monarch Press, p.38
35
Setting is divided into two parts, namely setting of place and setting
of time. The setting of place leads to where the events occur and the setting of
time leads to when the event occur.
a. Setting of place there are many places that the writer can find in the novel.
The places where the story of around the world in eighty days take places
as the following:
1) London
a) Saville Row
Saville Row is a resident place of Phileas Fogg and his
servant. He was never left London for a long time except he left to
his club for playing whist with his friends, sometime he reads paper
there.
b) Reform club
It is the name of club and it called the second house of
Fogg. He always went to the club punctually then, he was playing
together with his friend. He always lunched and dined of the
Reform Club daily in same room and the same time table and
always a lone.
Also, in that place the bank robber was talked until the
conversation leads to a wager about possible to travel around the
world in eighty days.
c) Charring Cross Station
One of the stations in London which they are took there to
get passport. He left London and this journey start in this place on
Wednesday, the 2nd
of October, 1872, at forty five minutes past
eight.
…on Wednesday, 2nd
of October 1872, at forty five minutes past
eight in the evening…24
2) Suez
a) Red sea
A place that sometime storms and sudden winds, like all
gulfs that are long and narrow. When the wind blew hard from the
Arabian more seriously
3) Allahabad
Bungalow, it is located on elephant‟s back for restless,
dreaming and slipping, and, Fogg slept as peacefully as in his house in
Saville Row.
4) Hong Kong
a) Straits of Malacca
This is the main land and the island of Sumatra
24
Jules Verne, Round the World In Eighty Days, PT Gramedia Pustaka Utama, Jakarta, 2003, p.22
36
b) The island of Singapore has many beautiful trees, and the countries
side looked fresh and lovely when Fogg and Aouda went after
breakfast
5) Yokohama
a) Japanese
Today in this country the walls were gay with posters,
advertising the Japanese company of jungles and acrobats, called
the Long Noses. In this time Passepartout try to give action to the
audiences. Finally, the audience was applauding louder than over.
b. Setting of the time
Based on the story the round the world in eighty days begins at 2nd
of
October 1872, and finished at 21st of December 1872.
3. Plot
In Webster‟s dictionary, plot is the plan or pattern of events or the main
story gradual unfolding casually connected series of motivated incidents.25
A plot is based on a series of events that are all partly the result of
some continuing cause. The plot begins when the continuing cause begins, and
that cause series the sequence forward.
An ideal tradition plot line encompasses as the following four
sequential levels, exposition, complication, climax, and resolution.
a. Exposition
Early in the story, Phileas Fogg as the main character is introduced
to the readers through his daily life routines. Started from hat he was
dismissed James Foster because he cannot bring saving water. He
introduces some other characters such as Passepartout personality.
Passepartout is new servant of Fogg with a good talent and because of his
ability he can do everything.
On of Fogg‟s routine activities has mathematical regularity. He was
always did everything with punctual and he never miss everything which
has scheduled in programmed. Such as he always left his house and never
back from the club before twelve nights and he lunched and dined at there
in the same room and same table and always alone.
The story also introduces the other characters named Andrew
Stuart, John Sullivan and Samuel Fallentin, Thomas Flanagan and Gauthier
Ralph. Who are Fogg‟s friends for playing whist in the club everyday?
When they tell about Bank Robber of England until this conversation leads
to wager to going around the globe.
b. Complication
In this part the writer shows a conflict. It occurs when the main
character is called a chief of Bank of Robber of England since he went to
25
Meriam Webster, Third New International Dictionary, Encyclopedia Britanica Meriam Webster Inc,
1981, p.1747
37
go around the world in eighty days. When, he meets a detective Fix to
arrest him at Bombay.
Actually Fogg has his own target to go around the world in eighty
days punctually with has timed table before. Then he never loses a moment
during the journey.
Detective Fix and consul are waiting for the arrival of Mongolia.
Fix is looking for the Bank Robber who took twenty thousand pounds from
the Bank of England. Fix begins to ask Passepartout about his master,
Fogg. Passepartout tells Fix that Fogg is wealthy, and they are going
around the world. In the meantime, Passepartout convince fix that his
master not a criminal.
Fogg and Passepartout are on their way to Bombay by elephant but,
the elephant stops in the middle of the jungle. When they on the train a
conductor enters tell Fogg that track have ended. They must continue on
foot to the station.
c. Climax
By Passepartout explanation about his master if Fogg did not a
bank robber of England. And they realize to reach the purpose of around
the globe in eighty days they always arrived at same places in time. In this
term, punctually had special attraction and became first priority to choose.
The characters of punctualities affected his sole purpose to go around the
world.
d. Resolution
Phileas Fogg decided to go around the world, then wrote down the
important data into columns from the 2nd
of October to the 21st of
December, 1872, began from the main place, and enabled him to keep a
record of his gain or loosing the arrival of stage of the journey. It is made
to gain the loosing time.
Phileas Fogg was sure that his journey would be successful and it
also depended on his consequences to manage the time include his effort to
arrive in time.
The journey had so many problems to Mr. Fogg, but, he was still
consistent with his decision to go around the world in eighty days. His
principle was he must arrive his destination punctually will be his main
purpose. Phileas Fogg bargained with the adversary about the departure to
plum creed station
In the end of his journey, he though if he has lost his wager,
because he was five minutes late. But the truth was different from Phileas
Fogg. He arrived twenty four hours before the time. Finally, he won the
wager for 20 thousand pounds.
4. Point of View
Point of view show the position from which the story is told. To
understand imaginative literature, readers must consider the author‟s point of
view. This point of view is not the author‟s general attitude toward life or
toward his story, but it is a specific concept what they must understand clearly.
38
In Around the world in eighty days, the first page tells about the life of
Phileas Fogg and his servant, Passepartout. Started from it the main character
is introduced his life to the readers through his daily activities, even the reader
fell as if they are Fogg himself because the writer uses the tell way of first
person point a view, the writer used word ”I” to describe the surrounding
nature.
“A round the world in eighty days? All right”, Phileas Fogg said, „but I
warn you! I shall do it at your expense!26
5. Style
Style in literature as in other art refers to the artist way doing things.27
Style is usually confined to mean the element of language: word, syntax,
punctuation that may reflect an author‟s originally in writing. It is a most
significant technique, although it is limited strictly to elements of language
used by the author‟s.28
A round the world in eighty days is written by using figurative
language with simple, direct, and understandable sentences. There are
footnotes that really help the reader to understand many sentences. Even the
use of idioms can take a long the reader into the novel setting.
6. Theme
Theme is the meaning of the story releases. By theme readers mean
necessary implications of the whole story, not a separable part of a story.29
Every story has one theme. To know the theme of the story, it is
important to know the preceding information. The writer will never know the
26
Jules Verne, Op.Cit, p.21 27
James L.Potter, Elements of Literary, New York, The Odyssey Press Inc, 1967, p.24 28
The Encyclopedia of Philosophy, Op.Cit., p.1967 29
Simon and Schutter, Op.Cit, p.88
39
theme unless he knows some information that relates to the journey. It is
because one of the reason why a work appears, is that the influence of the
society.
The main themes of the novel from the story A round the world in
eighty days. Phileas Fogg, a stern and disciplined man claimed that it was
possible to go a round the world in eighty days. He was challenged to
accomplish this feat himself. Thus the major theme is the possibility of going a
round the world. Fogg managed to prove that it is possible despite all odds.
B. Phileas Fogg’s personality based on Moral Values
Phileas Fogg was undeniably a wealthy man. He was a perfect gentleman.
At all events, while in no way extravagant, he was not mean, for wherever a sum
of money was wanted to make up required for some noble he gave it quilt and
even anonymously. And yet he lived quite openly, but there was ever a
mathematical regularity about everything he did.
The main character Phileas Fogg, had a special character that was
mathematical regularity about everything he did. Punctuality became his personal
values, and he always obeyed it, so, he did his activity with time limit. These
values of punctuality were divided into two parts, in his daily life and his
adventure of going around the world.
1. Fogg was an English aristocrat who might rarely be known by people because
of his loneliness in life, outside his membership of the reform club, Fogg had
no social existence. He hardly gathered with his neighbors to club. He always
40
scheduled his activities in a note, like when should read newspaper, when he
should go to the reform club, and when he should arrive at home. Nevertheless
his loneliness made him be recognized that he should do something that made
him pleased.
From Phileas Fogg daily life, Passepartout noticed a card of instructions stuck
over the clock in his room, the daily service routines of PilheasFogg were
from getting up till going home to bed. Those routines made his servant
memorized and served Fogg according to the time-table continually.
a. Eight o‟clock in the morning Mr. Fogg got up
b. Twenty-three minutes past eight The tea and toast served
c. Thirty-seven minutes past nine Saving-water
d. Twenty minutes to ten Hair dressing
e. Half-past eleven Mr. Fogg left his house
f. Twenty-past eleven He sat down at his usual place and began
to lunch
g. Forty-seven minutes past twelve He went to the magnificent drawing room.
He read newspaper until forty-five
minutes past three, and the evening
edition of the standard until time to go
into dining room again for another meal.
h. Twenty minutes to six He returned to the drawing room and the
Chronicle
41
i. Half an hour later Members of club come and gathered round
the fireside and begin of playing card
j. Half-past eleven at night He went home from club
2. His values of punctually in around the world
The description about his habitual action in daily life as mentioned
above include his principle that he noted down his time table a settled in
advance. After Phileas Fogg was challenged him self to go around the globe,
Ralph gave the time limit that one could go around the globe in three months,
at that time, Phileas Foog said that in as few as eighty days. Then John
Sullivan added in eighty days, and he showed how the morning chronicle
tabulates the journey. From those quotation Phileas Foog gives time limit in
brief-the time limit become more accurate with the tabulates from morning
chronicles.
“In as few as eighty days”, said Phileas Fogg.
“Yes, indeed”, added from john Sullivan. “In eighty days how that
section of the great Indian peninsula railway between Royal and Allah
bad has been opened; and this is how the morning chronicle tabulates
the journey”.(p.19 ; pr : 8)
From London to Suez via Mont-cents and Brandish,
by railroad boat 7 days
From Suez to Bombay, by boat 13 days
From Bombay to Calcutta, by rail 3 days
From Calcutta to Hong Kong, by boat 13 days
From Hong Kong to Yokohama, by boat 6 days
From Yokohama to San Francisco, by boat 22 days
Total 80 days
(p.20, pr 1)
42
Phileas Fogg decided to go around the world, and then he went home
before time. Then, Passerpatout asked his master that it was not the time to go
home. Phileas answered that he was not finding the fault with the time. But,
they shall start for Dover and Calais in ten minutes. It is not his habitual, that
he went home not in time. In order to start his journey around the world,
Phileas went home early. As quoted in the novel, “I know it is not”, said
Phileas, “and I am not finding fault. We should start for Dover and calais in
ten minutes”.
At that time Passerpatout did not know how it was going that they had
to start for Dover and Calais in ten minutes. He could not have heard the truth
of their arrival. Passerportout asked his master if they would go away. Phileas
Fogg answered that they will go around the world.
“Are you going away sir?‟ he asked
“Yes” answered Phileas Fogg (p: 24, pr: 3)
Passerpatout with wide- staring eyes, hanging arms and limp body,
showed all the symptoms of astonishment bordering on stupor, then, he asked
his master. His master gave him time limit.
“Around the world?” he murmured
“In eighty days”, replied Mr. Fogg.
“So we must not lose a moment” (p: 24, pr: 5)
The punctuality of vehicle departure and arrival took an important part
enabled to keep a record of his gain or loss on arrival at each stage of the
journey.
43
After leaving the consulate Mr. Fogg made way to the queue, and
asked his servant to take a boat and returned to Mongolia. Then, he took his
note-book, and noted down his memoranda.
“He then went to his cabin and took up his note-book”, in which were
jotted down the following memoranda.
- left London, Wednesday, October 2nd
, 8.45 pm
- arrived Paris, Thursday, October 3rd
, 7.20 am
- Left Paris, Thursday, 8.40. a.m.
- Arrived Turin, by mon-chennis, Friday, October. 4th
, 6.35. a.m.
- Left Turin, Friday, 7.20. a.m.
- Arrived Brandish, Saturday, October. 15th
, 4. pm.
- Sailed on the Mongolia, Saturday 5. pm.
- Arrived Suez, Wednesday, oct.9th
, 11.am
- Total hours spent, 158 days or (p:36, Pr 5)
Phileas Fogg wrote down the important data in to columns from the
second of October to the 21st of December, began from the main place, and
enabled him to keep a record of his gained or losing the arrival stage of the
journey. It is made to gain the loosing time.
“ Mr. Fogg wrote down those dates in a unitary divided in the
columns, showing as from the 2nd
October to 21st of December, the
mount, the day of the mounts the scheduled and actual time of arrival
at each principal place. So that he would have record of his gain or
loss of time at each stage of his journey. (P: 37, Pr: 1)
After writing down those important data, Phileas Fogg noted down his
arrival at Suez on that Wednesday in accordance with scheduled time.
“On this Wednesday, October 9, he noted down the time of his arrival
at Suez, he noticed that so far he had neither gained nor lost.(p : 37, pr
: 2)
On the board of Mongolia Phileas Fogg got the regular time of
breakfast, lunch, dinner, and supper.
44
“At breakfast, at two o‟clock, lunch at a half- past five, dinner at eight
o‟clock “(p. 37, pr: 2)
After they arrived in Bombay, Passepartout thought that Bombay
would be the end of the all. He began to take his master project seriously, and
become anxious about possible delays, cursing the train whenever it stopped at
intermediate stations throughout the day.
“He began to take his master‟s journey more seriously, and became
anxious it stopped at intermediate stations throughout the day.”(p.52,
pr; 3)
Phileas Fogg was sure that his journey would be successful and it also
depended on the consequences to manage the time include his effort to arrive
in Calcutta in time.
“There is a boat leaving Calcutta for Hong Kong at noon on the 25th
and we shall get there in time…….” (p. 54, pr; 4)
Phileas Fogg said that he should be at at Allahabad before the next
day, anytime before midday with Sir Francis.
Fogg got some problems about his transportation. He had used
elephant from Allahabad to benares. Phileas Fogg with group sat in a
comfortable carriage. The took the distance between Allahabad to benares at
most eighty miles, it took two hours.
They reach Calcutta at seven o‟clock in the morning Phileas Fogg
according to his schedule had five hours to spare, and he arrive the Indian
capital on the 25th
of October, twenty-three days after he had left London.
“Phileas Fogg had arrived at the Indian port for the far east in good
time, on the 25th
October, twenty three days after he had left
London.”(p. 70: pr: 2)
45
On 30 of October, the Rangoon (the ship on the way to Singapore) was
dying on Singapore on the morrow.
“In the afternoon of Wednesday, 30 of October, the Rangoon entered
the straits of Malacca, making her way between the mainland and the
island of Sumatra.”(P. 75: pr 8)
Phileas Fogg asks the pilot of Tankadere, John Sullinan to start the
journey, with giving him two hundred pounds an account. Then Phileas Fogg
said to fix if he cared to avail himself off. Fix answered that he was just going
to ask that favor to Mr Fogg. then Phileas Fogg replied that they should be in
board half an hour.
The next ship to continue their journey is general grant. Her speed
was twelve miles an hour. To across the pacific she would not take more than
twenty one days. Fogg with his mathematic think predicted to reach san
Francisco by the 2nd
of December, New York by the 11th
, and London by the
20th
and to anticipating thus, he took few hours of 21st ours of December.
“As the speed was twelve miles an hour, she would not take more than
twenty one days to cross the pacific. Philes Fogg had therefore by the
end of December, New York by the 11th
, and London by the 20th
.
Those giving himself a few hours to spare before the fateful date of the
21st of December (P: 94, Pr: 2).”
From ocean to ocean Philleas Fogg and his group caught to cross the
United States of America. They passed the pacific railroad. It was divided into
two distinct lines the central pacific between San Francisco and Ogden, and
the Union Pacific, between Ogden and Omaha. The Pacific Railroad was met
by several branch lines. Phileas Fogg hoped to leave New York for Liverpool
on the 11th
.
46
The journey had so many problems to Mr. Fogg, but he was still
consistent with his decision to go around the world in eighty days. This
principle was must arrive his distinction punctually will be his main purpose.
Phileas Fogg bargained with the adversary about the departure to plum creed
station.
The best problem was when his comparison Andrew speedy had
pocket money. Phileas said that he would lose his twenty thousand pounds if
he was not in London by the 21st of December. At eight forty five in the
evening. As we could see that Phileas Fogg had good efforts in realize his
punctually to arrived London on 21st of December of eight forty five in the
evening.
In the end of his journey, finally they reached custom house. At the
time as just as reaching the goal, Phileas Fogg was a ruined man.
Saturday in December 21st, was time limit to Fogg to arrive in
Liverpool at 11.40 am. To make it sure he took out his journal from his pocket
book.
“Inside Phileas Fogg was writing in his journal: December 21st,
Saturday, at Liverpool, 80 day. Arrived 11.40 am. (P.114, Pr; 2)”
C. Moral Values Analysis and the Implication to Education
In this chapter the writer would like to present the analysis of round the
world in eighty days moral values. The analysis is intended as a suggestion for an
alternative reading material.
47
1. The analysis of moral values
After reading the story, we can get several moral values based on Phileas
Fogg‟s personality.
a. Punctuality
Punctuality is important for us; we can achieve the purpose by
making time-table for doing everything in time.
b. Discipline
Discipline means training to conform to accepted standards of
behavior.
c. Creative power
Every people have a unique way, and it is different from any other
individuals. By creative power we can make our life colored in everything.
d. Respect to other
As human social, we need help each other people. We can not life
alone in this world then, we have to respect another people to make a peace
and harmony in our live.
e. Optimism and thinking positive
When we have decided a decision, we are must optimist and thinking
positive that is a good decision for our live and we will success.
2. The implication of moral values to education
As human being, they have a process to be better in their life to get it
they need education and knowledge to overcome it. Every people have a
48
purpose in their life, for reaching the goal they have limited to get it. There
fore they have time table to reach in time.
In order to reach the goal of education program both the student and
educator must be discipline covers the agreement between the students and
educator. As an example, where there is agreement about method of the
study by presentation the students must be prepare and present maximally.
Humanly, between the students and the educators are not only having
formal relationship but also respecting each other in order to gain a harmony
conducting the development of education.
Both the students and the educator get difficulties and barrier such as
fund, biro ration and medium. In order to, they need positive attitude and
optimism to share and develop their knowledge.
They will also realize that it is nice to know our past through;
sometimes the past was not a good one. It is important to tell the truth though
it is unpredictable. In spite of has a good purpose, it is better for us to tell the
truth because there is no while lie.
49
CHAPTER V
CLOSURE
A. Conclusion
In daily life people tend to choose the easiest way to access and achieve
the purpose or objective is eager to. Sometimes the purp[ose are not concrete, they
can be abstract that. This novel, the main character has their own purpose with
some aspect that influence them.
In this novel a good personal values of the main character become the
major aspect to achieve the purpose. The major personality oin this novel is
punctualy. The main character has a good punctuality for example he makes daily
time table and time guidance for everything he will done, and he should done
punctually.
In his advanture around the world in eighty days, he is limiting the time.
He hope to arrive finish on time, so he makes some effort to raise the final
direction. And he arrives at the end direction 24 hours before the time. Everything
he does with his mathematic effort. He is able to achieve his purpose to win the
chalengge around the world within eighty days.
B. Suggestion
After reading the analysis, hopefully the readers will be able to take benefit
from it. The reader will be aware of the importance of having a good personality,
especially punctually. Especially indonesian, who are well known with the
cultuyre of rubber time, I hope the reader take important aspect from this analysis.
50
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52
CURRICULUM VITAE
Name : Nur Fitriyani
Student Number : 11304014
Place and Date Birth : Boyolali, 5 Agustus 1987
Address : Jl. Kenanga Rt 02/04 Kerep, Tegalsari,
Karanggede, Boyolali
Education : 1. TK Tegalsari, graduated in 1991
2. MI Tegalsari, graduated in 1998
3. MTs Ta‟mirul Islam, graduated in 2001
4. KMI Ta‟mirul Islam, graduated in 2004
5. State Islamic Studies Institute (STAIN) Salatiga,
graduated in 2009
