AN ANALYSIS ON THE GENERIC STRUCTURE USED IN “JOURNEY

TO THE CENTRE OF THE EARTH” BY JULES VERNE AND ITS

POSSIBILITY TO TEACH NARRATIVE TEXTS

A FINAL PROJECT

Submitted to IKIP PGRI Semarang

In Partial Fulfillment of the Requirement

For the Degree of Sarjana in English Language Education

By :

USWATUN HASANAH

06420731

ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

IKIP PGRI SEMARANG

2011

ii

APPROVAL

This thesis entitled An Analysis on the Generic Structure Used in “Journey to the

Centre of the Earth” by Jules Verne and Its Possibility to Teach Narrative Texts is

approved by advisors of English Department of IKIP PGRI Semarang on:

Day :

Date :

Advisor

First Advisor

Ngasbun Egar, S.Pd., M.Pd.NPP.956701118

Second Advisor

Sri Wahyuni, S.Pd., M.Pd.NPP 997201151

iii

RATIFICATION

This thesis entitled An Analysis on the Generic Structure Used in

“Journey to the Centre of the Earth” by Jules Verne and Its Possibility to Teach

Narrative Texts was approved by the team examiners of Department of English

Education, Faculty of language and Art education, Institute of Teacher Training

and Education IKIP PGRI Semarang on:

Day :

Date :

Board of Examiners:

Chairman of FPBS Head of English Department

Dra. Sri Suciati, M.Hum Drs. A. Wiyaka, M.PdNIP. 196503161990032002 NIP.196412261990031002

Team of Examiners:

1. Ngasbun Egar, S.Pd., M.Pd. (………………………)NPP.956701118

2. Sri Wahyuni, S.Pd., M.Pd. (………………………)NPP.997201151

3. Jafar Sodiq, S.Pd., M.Pd. (………………………)NIP.95670117

iv

MOTTO

“Experience is the Best Teacher”

“Islam is My Way”

“Be yourself even you are nobody”

“There is a will there is a way”

v

DEDICATION

The writer dedicated this thesis for:

a. My beloved mother, Marimi and father, Achmad Sutriman. Thanks for all

your sacrifices, love, care, support, and always prays me for my success.

b. My sisters and my brother and their family. Thanks for your support.

c. My beloved causin, Zulfi, Rara, Rama and Ikhsyal. You are very cute and

sweet, I love you kids.

d. My best friends in Hiri 2 no.4 (Evita, Sari, Yeni, Dini, Willy, Cicik, Zazah

and Farida) thanks for your support. I always remember all of you guys.

e. Someone who always make me spirit and strong through my life. Thank

you very much you are be there for me.

f. All of my friends in IKIP PGRI Semarang especially for F class. Don’t

forget me guys.

vi

ABSTRACT

Hasanah, uswatun. 2011. A thesis: An Analysis on the generic structure used in“Journey to the Centre of the Earth” by Jules Verne and its possibility toteach narrative texts. A final project. English Department. Faculty ofLanguage and Art Education. IKIP PGRI Semarang. First advisor isNgasbun Egar, S.Pd., M.Pd. and second advisor is Sri Wahyuni, S.Pd.,M.Pd.

This thesis is conducted the generic structure of the story “Journey to theCentre of the Earth” by Jules Verne along with the elements of the story andpossible use of the story to teach narrative texts. The objectives of the story are (1)to find out the generic structure of the story. (2) to presents the elements of thestory. (3) to analyze the possibility of the story to teach narrative texts.

The method of the research is qualitatively analysis of the generic structureof the story “Journey to the Centre of the Earth” by Jules Verne. To conduct thestudy, the writer took some steps to collecting data. The first step is reading thestory “Journey to the Centre of the Earth” by Jules Verne. The second step islooking for the references supposing her thesis. In this thesis the writer uses somereferences such as browsing internet, translate the story into Indonesian languageto help the writer can understand the story easily. The third step is analyzing thegeneric structure; the elements are found in the story, and make the possibility ofthe story to teach narrative texts.

The result of the analysis showed that the story has good generic structure.It has complicated complication but finally reach good resolution. All elementsare present in the story. The elements of the story are character, theme, setting,point of view, plot, tone, and style. The possibility of the story to teach narrativetexts, the writer uses some methods. There are the types of learning strategy, theactivities of the students to learn narrative texts and analyzing the adverbial phraseand adverbial clause based on the story “Journey to the Centre of the Earth” byJules Verne.

Based on the result of the study, the writer is suggested that the readersand the students should be creative; more read the book to improve theirknowledge, to know the meaning of the story, and also the details of the story.

vii

ACKNOWLEDGEMENTS

First of all, the writer wants to thank to ALLAH SWT for his blessing,

so the writer can finish this thesis on time.

The writer would like to thank those who have helped do all the

activities until finished in writing this thesis with title An Analysis on the Generic

Structure used in “Journey to the Centre of the Earth” by Jules Verne and Its

Possibility to Teach Narrative Texts. In this wonderful time, the special thanks are

extended to:

1. Drs. Muhdi, S.H.,M.Hum as the rector of IKIP PGRI Semarang.

2. Dra. Sri Suciati, M.Hum as the Dean of faculty of Language and Art

Education of IKIP PGRI Semarang.

3. Ngasbun Edgar, S.Pd.,M.Pd. as first advisor.

4. Sri Wahyuni, S.Pd.,M.Pd. as second advisor.

5. All of the lectures of English Department of IKIP PGRI Semarang who had

given the knowledge patiently.

6. My parents and my family who always give the support. Thank for your

support.

Semarang, February, 2011

The writer

viii

TABLE OF CONTENTS

TITLE ....................................................................................................... i

APPROVAL ................................................................................................... ii

RATIFICATION............................................................................................ iii

MOTTO ....................................................................................................... iv

DEDICATION ............................................................................................... v

ABSTACT....................................................................................................... vi

ACKNOWLEDGMENTS ............................................................................. vii

TABLE OF CONTENTS............................................................................... viii

CHAPTER I: INTRODUCTION ................................................................. 1

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

B. Reasons for choosing topic ........................................................... 4

C. Statements of the Problem............................................................. 4

D. Objectives of the Study ................................................................. 5

E. Significances of the Study............................................................. 5

F. Definition of the Key Term........................................................... 5

G. Outline of the Thesis ..................................................................... 6

CHAPTER II: REVIEW OF THE RELATED LITERATURE ............... 8

A. Definitions of Novel or Story........................................................ 8

B. Structural Analysis ........................................................................ 9

C. Advantages of Structural Analysis................................................ 9

D. Structural Elements of the Story ................................................... 10

ix

E. Genre and Text Type..................................................................... 15

F. Narrative........................................................................................ 19

G. Generic Structure........................................................................... 21

H. English Texts................................................................................. 24

I. Teaching Narrative Texts .............................................................. 25

J. Teaching Media............................................................................. 26

CHAPTER III: METHOD OF THE RESEARCH..................................... 27

A. Type of the Research..................................................................... 27

B. Subject of the Study ...................................................................... 28

C. Technique of Collecting the Data.................................................. 28

D. Instruments of the Research .......................................................... 29

E. Technique of Data Analysis .......................................................... 29

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ................ 31

A. Research Findings ......................................................................... 31

B. Discussion ..................................................................................... 34

CHAPTER V: CONCLUSIONS AND SUGGESTIONS .......................... 85

A. Conclusions ................................................................................... 85

B. Suggestions.................................................................................... 86

BIBLIOGRAPHY .......................................................................................... 88

APPENDIXES ................................................................................................ 89

1

CHAPTER I

INTRODUCTION

.

A. Background of the Study

Literature is writing which expresses and communicates thought,

feeling, and attitudes toward life. Literature contains the whole way of life,

such as moral, love, passion and human life. According to Rees (1973:1-

2), literature has an ambiguous meaning. He mentions that the world

literature has two meanings. They are in the broad sense and in the narrow

sense. The broad sense means anything which is written (newspaper,

catalogue, travel brochures, and advertisement, and etc). On the other hand

literature in the narrow sense means writing which expresses the writer’s

feeling, attitudes, thought and ideas about life (novel short stories, play and

etc). In this kind of literature, the author wants to communicate with

readers about feeling, not fact, her emotions, not information. To

understand the author thoughts, feeling or idea, we have to read their work

first. It is because reading is one of the language skills that hold a very

important role in our lives. By reading more we get many advantages. We

can get knowledge, experience, and pleasure from reading literature.

Reading literature can give us pleasure, information, and

knowledge. We can also learn about language. When we read a literary

work, especially novel or story we will probably find many words,

expressions or idioms that seem to be new for us and we have to learn

2

them all and then this will make us understand more of the correct uses of

language and we will more accurate in choosing good words and the style of

language for writing the story. Novel or story has become the most popular

and familiar literary works. It teaches us about knowledge of life and

appreciates others. It also gives us information about the structures of it.

People use utterance to convey information and to lead each other

toward an interpretation of meaning. In communication, there will be

consist of at least two people who make an interaction. In the interaction

there is no impossibility of people to send message as much as they want.

The massage in daily communication will give a great influence of the

story we used. When we want to present factual information, for example,

the text we use is “information”. Meanwhile, if we want to tell story, we

can retell of novel, short story. The text we might use is “Narrative”. A

narrative here is kind of text, which tells about event, or accuracies, which

can make the readers feel that is real ( Keraf, 1994 : 135 ).

Narrative texts have generic structure as follows:

a. Orientation : set the scene and introduce the participants

b. Evaluation : a stepping back to evaluate the plight

c. Complication : a crisis arises

d. Resolution : the crisis is resolved, for better or worse

e. Re-orientation (coda) : optional

3

Curriculum of English in Junior High School and Senior High

School is school based curriculum. It is an operational curriculum which is

planned and done by every school. This new curriculum states that the

teacher is facilitator whiles the students is as a negotiator. In English

teaching, learning to communicate in English need support from target

language. In learning English, there are four skills as follows:

a. Reading skill : the students can understand some passages of

English and enrich vocabulary and experience of English structure.

b. Listening skill : the students can find theme of detail information

from short passage.

c. Speaking skill : the students can use English oral speech to express

ideas and thought.

d. Writing skill : the students can make simple writing or paragraph

and make official and personal letter.

Genre is used in teaching and learning process to develop the

readers and students’ skill. There are many kinds o genre. There are

Description, Report, Explanation, Discussion, procedure, Narrative, Spoof,

Recount, Anecdote, News item, Exposition (analytical), and Exposition

(hortatory). One of genre which is discussed in the story “Journey to the

centre of the earth” is narrative.

4

B. Reasons for Choosing the Topic

The writer chooses the topic because of the following reasons:

1. Generic structure is an important factor in arranging the sequence

of story because it gives different characteristic among text types.

2. Narrative story is chosen as topic because it is an interesting topic,

which everyone gets in the past.

3. English is such a useful language that people learn it. As foreign

language include the reinforcement, language development,

learning style, and most importantly, actually English is quite easy

to learn.

4. To identify and understand the constructions of the generic

structure and language feature of the text

C. Statements of the Problem

After discussing the general background and the reason for

choosing the topic, the writer formulates the following problem

statements:

1. What is the generic structure of the story “Journey to the centre of the

earth”?

2. What are elements found in the story “Journey to the centre of the

earth”?

3. How is the possibility of the story of “Journey to the centre of the

earth” to teach narrative texts?

5

D. Objectives of the Study

The writer conducts these objectives of the study as follows:

1. To find out the generic structure of the story “Journey to the Centre

of the Earth”.

2. To present the elements are found in the story “.Journey to the

Centre of the Earth”.

3. To know the possibility of the story to teach narrative texts.

E. Significance of the Study

The story of “Journey to the Centre of the Earth” can be used for

developing the study of literature at the English department of IKIP PGRI

Semarang. It will give students a large number of new vocabularies that

will improve student’s language and also improve their writing and

reading skill. It can be used for readers to help them understanding the

generic structure of the story easily.

F. Definition of the Key Terms

To avoid the wrong meaning about the main problem, the writer

feel that is necessary to give the definition and explaining for some

important words used in the title.

6

1. Analysis

Analysis is the study of something by examining its parts

and their relationship (Hornsby, 1995:38). In the study, the writer

limits the analysis on the generic structure of narrative text.

2. Generic Structure

Generic structure of the text is “the overall structure or

organization of a text”. Analysis of generic structure is of value for

more strategic, purpose-driven genres. In the other words, it

contributes to the process of power striving (Hornsby, 1995: 1233)

A generic structure means structure in texts, which usually

used by learners in target language (Hornsby, 1995: 1234)

3. Narrative Text

Narrative is kind of text, which tells about event, and can

make the readers feel that is real (Keraf, 1994:135). Text is written

form of a speech, a play, an article any form of written material

(Hornsby, 1995:123). So, it tells about event and can make the

readers feel that is real.

G. Outline of the Thesis

In accomplishing the final product of the study, the following

chapters will be developed:

Chapter 1 Presents the general background of the study. It is also

accomplishes reason for choosing topic, statements of the

7

problem, objectives of the study, significances of the

study, operational definition of the key terms, and

organization of the thesis.

Chapter II Reviews of related literature on the following: story or novel,

structural analysis population, the advantages of structural

analysis, the structural element of the story, narrative,

genre and text type, and generic structure of narrative text.

Each is comprehensively as the basis of the research. The

discussion of generic structure of narrative text is

presented in this chapter.

Chapter III Methodology of the research consist of type of the research,

subject of the study, technique of collecting data,

instruments/data source, technique of data analysis

Chapter IV Research finding and discussion consist of biography of the

author, the Synopsis of the story, the elements of the story

(character, theme, setting, point of view, plot), the generic

structure and language feature of the story, the story is

possibility to teach narrative texts

Chapter V Conclusion and suggestion

8

CHAPTER II

REVIEW OF THE RELATED LITERATURE

A. Definition of Novel or Story

Literature can be divided into three categories: phrase or fiction,

drama or plays and poetry or poems. As a branch of literature, novel or

story has a close relationship to human life. By reading a novel, we can get

an enjoyment and pleasure. From the story and the characters of the story,

we will find many problems about human life and it can give us a deeper

understanding about this life. Novel or story is lengthy fictitious prose

narrative portraying characters and presenting an organized series of

events and setting.

The content of novel or story maybe different according to its

writer. First, it may contain a long span of life or a reflection or real life

according to the author’s background and experience. Reeve in Kennedy

(1991:213) states that the novel is a picture of life and manners and of the

time in which it was written. Second, the content of the novel or story is a

fictitious work. It means that its story comes from the author’s original

ideas and not taken from the real events or something that really happens

to someone’s life. Although it’s just an imagined one, it may really

happen. By reading a novel or story, we can get more information, passing

the time and also enjoying the content of it. Besides, we can also study

about cultural background of the other countries, the author’s ideas, moral

9

values and language to appear well educated, to pass examination or

simply to enjoy them.

B. Structural Analysis

A story is built from several elements that formed a unity and

totality called intrinsic structure of novel or story. The elements are not

separated, they work together to build a good story, they are not

independent but always make interaction (Sudjiman, 1992:40).

As a story is structurally built from several dependent elements, a

structural approach is applied to research and to have deep understanding

of the work. The aim of structural analysis is to expose and analyze the

relationship among the elements and aspect of literary work to get an

integrated meaning. If we want to appreciate it, we have to make an

analysis, to know about the character, plot, setting, point of view, and style

etc of the novel.

C. The advantages of Structural analysis

There are some advantages that can be gained from using structural

analysis as one of the methods in approaching literary work. The

advantages can be stated as follows:

1. Structural analysis is a scientific approach to literary work, which has

objectivity accuracy, and unconcerned attitude ( Wellek and

Warren,1989:4). Through structural analysis we can analyze the

10

structural elements integrally. Thus, it is reasonable to apply structural

analysis to have certain good result considering to the world of

scientific work.

2. The result of this analysis are surely comprehensible since understand

observe release themselves from the other method and technique such

as psychology, history, and sociology (Teeuw,1984:61)

D. Structural Elements of the story

Reading a story will give the readers fun since they will understand

other’s lives. We should analyze the first element of the story. They are

characterization, theme, plot, setting, style, and point of view. Through

these elements, we will understand the story as thoroughly, accurately and

precisely as possible and also we will be able to know the strength of the

story. To get a better understanding about the elements of the story, the

writer would like to discuss the description of each element below.

a. Character

In reading fiction the reader’s eyes will be opened to the

complexity of human nature. According to Abrams (1981:21) a

character is the person presented in a dramatic/narrative work, who is

interpreted by the readers as being endowed with a moral and

dispositional qualities, that ere expressed I what they say, the dialogue,

and what they do, the actions. Analyzing character in the novel means

that one tries to know the characteristic of the characters. Characterize

11

a character one should know three dimensions as its main structure,

namely: physiological dimension, something about the physical

condition of the character is discussed for example: sex, physical

defect, figure, feature, etc. character simply means the people told in

the story and created by the author. We form our opinions of the

characters from their appearance, their physical actions, and their

speeches and also from what other characters think and say about

them. Kennedy (1983:45) defines a character as an imaged person who

inhabits a story.

Character can be distinguished into major and minor character

(Kennedy, 1991:19-48). The major or the main character is the most

important character might only distract us from the main characters.

Sudjiman (1992:20) distinguishes character according to the

performance of the figures in the story into flat character and round

character. Flat characters are those who embody/represent a single

characteristic/idea/very limited number of such qualities. While round

characters are complex in the temperament and motivation. They are

represented by subtle particularly. We are able to judge the people’s

character by their appearance, physical attitude, intelligent, way of

thinking and talking, and what others say about them.

In fiction, character to be similar to the people in life. If the

story seems “true to life” we generally find that its character act in a

reasonably consistent manner and the author has provided them with

12

motivation sufficient reason to behave as they do. Character must

attend to the relationship between characters and the story as a whole.

That is, character must be considered as part of the story’s internal

structure. Characters behave nearly always in a predictable fashion and

their actions ought to be consistent with their personalities.

b. Theme

Theme in literature is often regarded as the author’s way to

communicate and share ideas, perceptions, and feelings with the

readers. It can be said that the theme is what the author intends to tell

the readers. We can understand the content of the story if w know the

theme of the story. The theme of the story is whatever general

idea/insight the entire story reveals according to Kenedy (1983:103).

Theme in literary fiction, need not to be a moral message. It may be

what the happenings add up to, what story is about. In such

commercial entertainment, a theme is like a length of rope with which

the writer, patently and mechanically, trusses the story neatly into

meaningful shape.

Theme is the center, the meaning force, the principle of unity.

A theme is something other than the characters and events of the story.

By theme we mean the necessary implications of the whole story,

Kenneys (1966:85) says about the theme of the stiry is not identical

with the illustration of stories. He underlines that we should not fall

into the error of regarding the story as the illustration in any number of

13

other ways. This kind of thinking leads to belief that the details of

which the story is made up and the precise arrangement of those details

are important only as illustration of something else, i.e. the hidden

meaning.

c. Plot

Plot is the soul of a story, it is an action, and it is life, the

outline of the story, the arrangement of important events in the story

and the main events that determine the destiny of the characters.

Kenney (1966:13) says that plot reveal events to us not only in their

temporal but also n their casual relationships. Plot make us aware of

events not merely as elements in a temporal series but also as an

intricate pattern of cause and effect.

Sudjiman (1992:31) defines that plot is a sequence of events

that build up a story. Plot is an important element in building up the

story to have a full meaning. Even it can be presented in a variety of

orders. A chronological arrangement begins with what happens first

until the last incident is related.

d. Setting

Setting is the element of fiction which reveal to us the time of

events, where and when the events is happened. According to

Sudjiman (1992:44) distinguishes setting into social setting and

physical or material setting. Social setting is the condition of people

and their social groups, culture, way of life, and language which draws

14

the story. While physical or material setting is physical place, such as

building, land, and territorial places.

The setting is there to reinforce the sense of realism. It also

suggests the mood and atmosphere in which the story can take place in

both indoors and outdoors. The choices of the location are important

because it is tied up with what you want to say.

a. A story occurs influences conflict

b. Setting is related to theme

c. Setting defines the character (s)

e. Style

Style is the writer’s way of using language by which the writer

controls and influences the reader. The style is usually confined in the

elements of language, such as: words, diction, syntax, punctuation, etc.

style is the author’s words and characteristic ways that the writer uses

the resources of language to achieve certain affects.

f. Point of View

Point of view is the angle from which the events are seen or

narrated from the outside, from inside, from above/below. Hudson in

Sudjiman (1922:74) defines that point of view is the meaning of an

author’s thought or idea arranged in a work. A writer clarrifies and

distinguishes point of view according to the writer personal way of

presenting it in the story into:

15

a. Author Participant

The author uses the first person pronoun to tell whatever

happens to the writer and expresses the writer own feeling using

own words.

b. Author observant

The author uses the minor character point of view. The author

simply describes what happens, gives nothing of the past. The

author is never inside the mind of the characters.

c. Author Omniscient

The author comes on as knowing everything and everybody

and also tells the reader, the thought of some characters.

E. Genre and Text Type of the Texts

The term “genre” has been used for many years to refer and

different the styles of literally discourse such as sonnets, tragedies, and

romances Nunan (1993 cited in Murman 2004:52)

A genre is defined as category assigned on the basis of external

criteria such as intended audience, purpose, and activity type, which is it

refers to a conventional, culturally recognized grouping of texts based on

properties other than lexical or grammatical (co-) occurrence features,

which are, instead, the internal (linguistic) criteria forming the basis of text

typed categories. However, we have known the term of genre above, we

usually think that the genre has the same meaning with text type. As genre

16

is the particular text type and has the purpose, we usually conclude that it

has two main category i.e. literally and factual, but if we look forward, we

will find the significant differences between them.

The distinction between genre and text type, therefore, the main

thing to remember here is what the two different approaches to

classification mean for texts and their categorization. In theory, two texts

may belong to the same text type even though they may come from two

different genre because they have some similarities in linguistic form (e.g.

biographies and stories are similar in terms of some typically “past tense,

third person narrative” linguistic feature). This highly resisted use of text

type is an attempt to account for variation within and across genres.

As can be seen, genre is probably mostly used as the basic thing of

what we think for the first time in arranging in the written text. The genre

is kind of text which each text has the social function, linguistic feature

and generic structure.

1. Social Function

The social function of narrative text is to amuse, entertain, and to

deal with actual or vivacious experience in different ways.

2. Linguistic Feature

In each text has its own linguistic feature, which it gives the

different type of text. In linguistic feature consist of how the language,

words, time, conjunction and so on that used in each genre. The mastery

of the text is extremely important for students in reading and writing

17

skills. It is important to know what contains of the text. In

understanding narrative text, the readers can pay a special attention to

the significant features of the text below are several significant features

of narrative text.

a. Characters, setting and action are described in details

b. Using adjective and adverbs

c. Using of past tense with the possibility of using present and future

tense in the dialogue

d. Using material process

e. Using time and sequence

f. It can be told in the perspective of first person/third person

3. Generic Structure

A text is organized in term of text structure potential, e.g.

opening of the text, body of the text, and closing of the text. Different

texts employ different texts structure. Text structures are mainly

realized by making use of conjunctions. Conjunctions are used to

scaffold the text. Conjunctions also show the logic of the text through

which it is organized

There are two main categories of text. They are literary and

factual within these are various text types. Each text type has a

common and usual way of using language (Anderson and Kathy

Anderson, 1997:1-3).

18

a. Literary text

Literary text is a text that appeals to our emotions and

imaginations. Literary text can make laugh or cry, think about our

own life or consider our beliefs. Literary texts include aboriginal

dreaming stories, movie, scripts, limericks, fairy tales, plays,

novels, song lyrics, mimes and soap operas. Media texts such as

films, videos, television, and shows can also fall in the category:

narrative, poetic, and dramatic.

1. Narrative text types

It is text types that tell a story using spoken or written

language. It can communicated using radio, television, books,

newspapers, and computer files. Narrative is usually told by a

story teller. This person gives her/his point of view to the

audience and determines the order in which the event of the

story will be told.

2. Poetic text types

It is the text types express feeling in impression of life. A

poem can tell a story of give poet’s view of people and events.

Poems can have a structure such as rhyming the last word of

the lines or using a certain number of lines. Some examples of

poetic texts are ballad, haiku, limericks, song lyrics.

19

3. Dramatic text types

It is text types that use acting to communicate ideas and

experiences. Dramas can be spoken or written. They often use

visual such as facial expression, customers and sets to help

communicate meaning. Some examples of dramatic texts are

films, scripts, stage plays, improvisations, street theatre.

b. Factual texts

Factual text is a text that presents information or ideas and

aim to show, tell or persuade the audience. These texts include

advertisements, announcements, internet web sites, current affairs

shows, debates, recipes, reports, and instructions. The main text

types in the category are narrative, recount, report, discussion,

explanation, anecdote, procedure, description, review.

F. Narrative

A person spends several hours a day for telling, experiencing,

viewing, and listening to the stories. Some of these stories are about events

that actually occurred, whereas others are about events in hypothetical

worlds. Most stories have themes that convey gems of wisdom in a culture

or humorous commentaries about life. Narrative is very easy to

comprehend and to remember compared to other genres of discourse (e.g.

exposition, persuasion, description). Narrative text tells a story that

involves the basic story structure elements of setting, character,

20

problem/goal, events to solve the problem of reach the goal, and

resolution. This is the basic story structure for all well-written narrative

text.

Narrative is writing that tells story. The story maybe factual, it may

be imaginary, or it may be a combination of fact and imagination but in

any case, the chief characteristic of narrative is that depicts a series of

events, usually in chronological order. From the statement, we can

conclude that a well-written story lets the reader response to some event in

our life as if it were their own. They not only understand the event, but

also they can almost feel the scene and make it happen for them. Further,

narrative is the most proper written communication to communicate each

other. As defined by Mayer (2005:52) that narration is one of the most

powerful ways of communicating with other. A narrative story could fall

into one of the following genres: thrillers, crime, detective science fiction,

fantasy, mystery, horror, comedy, folktale, romance, legend, fairy tale, the

literary novel, fiction, children’s story, and fable.

Narrative divided into two groups, they are:

1. Expository

The objective of this narration is arising the readers’ ideas to

know what is told. The aims of this narration are increasing the

knowledge of the reader after reading the story, giving information

about event and the language is informative.

21

2. Suggestive narration

The objective of his narration is not to increasing the readers’

knowledge but to give meaningful events as their experience. The

aim of this narration are giving meaningful event, arising reader

imagination, the logic just for an instrument to conveying and the

language is figurative.

G. Generic Structure

Generic structure of text is “the overall structure or organization of

a text”. The generic structure analysis is of value for more strategic,

purpose-driven genres. In other words, it contributes to the process of

power striving (Hornsby, 1995:1233).

In addition, generic structure means affecting all or the most place or thing

(Hornsby, 1995:491). Manser (1995:412) states way in which the parts of

the sentence are put together. So, generic structure means structure in the

text, which is usually used by learner in language. All language in the

world pass their rules in order to meaningful, regular, more precious and

nicer to be heard and pronounced. With rules the language’s usage usually

will also be controlled in communication. Like other languages both

English and Indonesia have their own rule.

People usually speak using their generic structural language

spontaneously because of their habit in communication. They just speak it

directly, but it has other problem in written text. They have to write proper

22

generic structure to get the aim of language as states above. In the

background has been stated that when we want to present factual

information, for example, the text type we use is “information”.

Meanwhile, if we want to tell story as means of making sense of event and

happening in the world, the text type we used is narrative. This type of the

text has its own certain generic structure in the arrangement of the text. as

states Gerot and Wignell (1994: 204-205) the certain generic structure of

narrative text as follows:

1. Orientation: set the scene and introduce the participants

In this part, the narrator introduces to the readers what he or she

wants to tell the issue of the text. In this level, the readers are

introduced by the writer the character of the story. By reading the

orientation of the text, the readers will understand first the context of

the text.

2. Evaluation : a stepping back to evaluate the plight

It contains the narrative begin, generally, if the time of place the

story is not mentioned in the orientation, it tells about the time and the

place of event being storied. It also introduces the readers to the

characters act the story.

3. Complication : a crisis arises

It is the climax in the middle of the story. The complication also

called problem. It makes the story more interesting because the main

character is prevented to reach the writer wants. Complication is the

23

description of real life and tells the readers that every issues or

problems can be solved.

4. Resolution : the crisis is resolved, for better or worse.

It tells the problem can be solved. It also called problem

solving, at the end of the story, happy ending or sad ending.

5. Re-orientation (coda): Optional

It tells what the story has told. It also tells the moral value to the

readers (students). Those elements above must exist in narrative text,

but sometimes, there are may be flashback as complement. It gives the

readers more explanation in order to make the story more clear and

understandable.

In junior high school English Curriculum is explained only three

main parts of generic structure of narrative text. They are: Orientation,

complication, and resolution.

a. Orientation : It tells about setting in time and place, and

characters.

b.Complication (s) : it tells about the problem (s) to be solved by

the characters

c. Resolution : it describes the solution of the complication(s)

and gives an ending of the story

24

H. English Texts

English was taught and used as a medium of instruction in the

elementary school, high school as well as the university. English has been

taught as a first foreign language in our country. English is considered as

the first foreign language to be thought in our school. The government has

chosen English as the first foreign language to be thought in our schools,

this is simply for the reason that we recognize the important role it plays

in the international world (Ramelan, 1991:2-3).

English texts make the students improve their language skill and

able to rich the vocabulary. It is also make them understand the English

words, learn to read English so they can read and pronounce it fluently.

One of the reasons why linguistics is important for language

teaching is that the relationship of the two can be likened to the

knowledge of engine and driving a car so that he can drive it more easily

and know how to overcome some engine trouble in case he has to face it.

In the same way it will be better if a language teacher has some

knowledge about the characteristics of language in general and the

particular language he is teaching, for instance, how language works and

expresses meaning and what structures are used in that particular language

(Ramelan,1991:4-5).

25

I. Teaching narrative Texts

Narrative is one kind of genre. Narration is thought to be the most

universal genre, because all structures have storytelling edition (Evelyn

Hatch, 1992:165). The examples of narrative are: novel, story, fairy tale,

etc. In the teaching and learning process, there are three related items:

teacher, students, and material cannot be separated one to others.

Teaching narrative can be like teaching writing and reading. The teacher

has to use proper material to teach narrative like teaching reading

comprehension or writing. In the teaching reading there are some

methods:

1. Reading material’s selection

Selection should be made of practical or useful reading materials.

The beginning lesson must not consist of books which are not so

interesting for the students and the learners must not be confused by

the complexity of the structure and vocabulary.

2. Vocabulary

The choice of vocabulary has to easy to understand and should

not be too many new words.

3. Grammar

Besides teaching reading, narrative also can be teaching like

writing. In the teaching writing there are methods:

a. Content : the substance of the writing idea is expressed

b. Form : the organization of the content

c. Grammar : the employment grammatical forms and pattern

26

d. Style : the choice of structure and lexical items to give a

particular tone or flavor to the writing

The students have to understand the paragraph as a group of

sentences in the line of the written paragraph. Paragraph is not only simple

as collection of sentences but they must be well organized. A good

paragraph has to consist of topic sentences, supporting sentences, and

concluding sentences. In the narrative texts also have orientation,

complication, and resolution sentences.

J. Teaching Media

Teaching media is a way to teach the lesson using various way to

interest the students and make the students more easy to understand the

lesson. Media are kinds of substance that are taught by teacher during

teaching learning process to support the presentation of the lesson by

emphasizing the use of the students’ visual sense. Then the media will be

helpful to support the presentation of the lesson during teaching learning

process. So the students can accept the lesson fast.

The teacher has very important position to be the leader of the

class in teaching learning process. Teacher has to select the most suitable

way in giving such explanation whether it is easier for the students to catch

the material given. One of the functions in using media is to help the

students to become more active in the learning process. In order to reach

the target, the teacher should know the best way to choose an appropriate

media which is suitable to the conditions.

27

CHAPTER III

METHOD OF THE RESEARCH

A. Type of the Research

Type of this research is descriptive qualitative research, because

there are no calculations in analyzing the data. As stated by Moloeng

(1983:3) that qualitative research is when the data are the form of written

or oral word descriptively analyzed. Descriptive qualitative method is

researches that are not presented in digits or statististic but it yield the

data and the result in the form of description (Bodgon and taylor in

aminuddin editor, 1990:14).

This study is aimed at describing the story “Journey to the Centre

of the Earth” by Jules Verne. The type of the research is library research.

This research uses verbal information and does not use amount, number,

or scale as in quantitative research. The data in the research is analyzed

in words or sentences only. A qualitative research refers to the meaning,

definition, characteristic, metaphors, symbols, descriptions things.

In this research the writer just describes the generic structure of the

story and its possibility to teach narrative. So there is no calculation in

analyzing the data. In research works, both qualitative need the

instrument commonly research uses library research. Especially on this

research, the research uses text and own as instruments.

28

B. Subject of the Study

The subject of this study is story “Journey to the centre of the

earth” by Jules Verne. The writer will discuss the generic structure of the

story and its possibility to teach narrative. The writer will analyze the

generic structure of the story “Journey to the Centre of the Earth” and the

possibility to teach narrative texts.

C. Technique of Collecting the Data

In writing this proposal, the writer uses several data. The source of

data is the story “Journey to the Centre of the Earth” by Jules Verne. The

writer gets the data from many sources. The data gets from some

sources, they are:

1. Reading the story

2. Looking at the internet

3. Translate the story into Indonesian to help understanding easily.

The writer also divides the data into two types. There are primary

data and second data. The method of collecting data is documentation.

The secondary data was found some references and books which are

related to the subject matter.

This procedure involves several steps. The second step is finding

the elements in the story “Journey to the Centre of the Earth”, finding the

generic structure of the story and its possibility to teach narrative. Finally

29

the writer attempts to find out some references, collecting references and

text books.

The steps which have done the writer in the research are:

a. Read the story with detail

b. Make the big line and the point of the story

c. Make the summary of the story

d. Write the generic structure of the story

e. Classify the element of the story

f. Make the point for possibility to teach narrative

D. Instrument of the Research

. The method of the research is analyzing the subject of the

research. Most of information was gathered from Jules Verne’s story, the

result of the story analysis. Most of activities were done by reading and

collecting as much information as possible to find the subject matter

about the story. The instrument also get from the analyzing the

possibility of the story “Journey to the Centre of the Earth” to teach

narrative texts.

E. Technique of Data Analysis

This thesis, the writer uses descriptive method for analyzing the

novel. So the data cannot be expressed in number but in sentences. In

30

this research the writer analyze the data with the processed the data

according to the following steps:

1. Analyze the generic structure of the story.

The writer explains the orientation of the story, the

complication, the climax, and the resolution of the story “Journey

to the Centre of the Earth” and the writer also analyzes the

linguistic features of the story.

2. Analyze the elements of the story and explaining them one by

one.

The writer explain the characters, the setting, theme plot,

the style, the point of view of the story “Journey to the Centre of

the Earth”

3. Explaining the possibility of the story to teach narrative texts.

The writer explains the possibility of the story to teach

narrative texts and using some media to help the teaching and

learning process.

31

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the discussion of the statements of the problems and

objectivities. I describe and analyze the generic structure of the story “Journey to

the Centre of the Earth”, describe the elements are found in the story, and make

some possibility of the story to teach narrative texts.

I. Research Findings

A. Generic Structure and Linguistic Feature of the story “Journey of the

Centre of the earth”

1. Generic Structure of the story “Journey to the Centre of the Earth”

Generic structure of text is “the overall structure or organization of

a text”. The generic structure analysis is of value for more strategic,

purpose-driven genres. The generic structure of narrative texts are:

Orientation, Complication, and Resolution.

a. Orientation

The orientation of the story told in chapter 1-7. It tells and

introduces the character and the characteristics of the story. There

is Prof. Lidenbrock, Axel, Hans, Grauben, Martha, etc. it also tells

about the place and time of the story. It can answer who, when, or

where.

32

b. Complication

1) Axel wants to go back because there was no water and he

feel hopeless, he think that they will die. He didn’t want to

continue the journey and he asked his companions to leave

him alone. But the companions didn’t want to leave him and

still keep spirit continues the journey. The writer sure that

they will not die and had no wish to die.

2) Axel realized that he was lost and separated from his

companions, Prof. Lidenbrock and Hans. He tried to look

for him and shouter but there is nobody can hear him. He

felt very hungry and thirsty. And suddenly he felt

everything around him was so dark and he fell on the floor

and fainted.

3) When they have sailed in the middle of sea suddenly they

get a storm and they tried to save their life. They keep not to

thrown from the raft into the sea. There is a ball of fire

appeared on the raft, the mast is destroyed and the storm

brought them comeback to the island.

4) Prof. Lidenbrock was extremely mad because the storm

brought them comeback to the same island. Then they have

to repeat their journey from the early point. In the island

they found a bone of gigantic animals, human body, and the

trunk of an enormous tree, stood of human being.

33

5) The travelers continue to explore the coastline, and find a

passageway marked by Saknussemm as the way ahead.

However, it is blocked by what appears to be a recent cave-

in and the three despair at being unable to hack their way

through the granite wall. The adventurers plan to blast the

rock with gun cotton and paddle out to sea to escape the

blast. Upon executing the plan, however, they discover that

behind the rock fall was a seemingly bottomless pit, not a

passage to the center of the earth. The travelers are swept

away as the sea rushes into the large open gap in the

ground.

6) After spending hours being swept along at lightning speeds

by the water, the raft ends up inside a large volcanic

chimney filling with water and magma. Terrified, the three

are rushed upwards, through stifling heat, and are ejected

onto the surface from a side-vent of a volcano. When they

regain consciousness, they discover that they have been

ejected from the active volcano on the Isle of Stromboli

c. Resolution

They return to Hamburg to great acclaim Professor

Lidenbrock is hailed as one of the great scientists of history,

Axel marries his sweetheart Gräuben, and Hans eventually

34

returns to his peaceful life in Iceland. The Professor has some

regret that their journey was cut short.

2. Language Features

a. Focus on specific participants

1) Professor Lidenbrock

2) Axel

b. Use of past tense

1) Chapter 1a) Thoughtb) Returnedc) Leftd) Attendede) Waitedf) Examined, etc.

2) Chapter 2a) Beganb) Finishedc) Comparedd) Engagede) Decided, etc.

3) Chapter 3a) Lookedb) Workedc) Unansweredd) Wokee) Distressed, etc.

4) Chapter 4a) Wishedb) Feltc) Convincedd) Remainede) Expectedf) Refusedg) Slept, etc.

35

5) Chapter 5a) Admittedb) Realizedc) Couldd) Delightede) Promisedf) Learnedg) Fixed, etc

6) Chapter 6a) Gleamedb) Coldc) Traveledd) Greetede) Persuadedf) Openedg) Bumpedh) Consisted, etc.

7) Chapter 7a) Sharedb) Atec) Enteredd) Burdenede) Trembledf) Rained, etc.

8) Chapter 8a) Encounteredb) Ashamedc) Pulledd) Shapede) Demonstrated, etc

9) Chapter 9a) Lookedb) Movedc) Askedd) Convincede) Hurried, etc.

10) Chapter 10a) Foldedb) Mutteredc) Gazedd) Excited

36

e) Abandonedf) Relieved, etc.

11) Chapter 11a) Occurredb) Seizedc) Restoredd) Buriede) Ledf) Cheered

12) Chapter 12a) Regainedb) Openedc) Savedd) Carpetede) Hadf) Curved

13) Chapter 13a) Enabledb) Associatedc) Sailedd) Uninhabitede) Interested

14) Chapter 14a) Changedb) Touchedc) Shruggedd) Leapede) Carried

15) Chapter 15a) Tookb) Escapedc) Motionedd) Tramplede) Placedf) Brought

16) Chapter 16a) Tracedb) Rejoinedc) Concludedd) Headed

37

e) Reducedf) Blockedg) Begged

17) Chapter 17a) Managedb) Providedc) Didd) Darede) Happened

18) Chapter 18a) Bruisedb) Chatteredc) Thankedd) Torturede) Clothedf) Ran

19) Chapter 19a) Namedb) Landedc) Becamed) Reversede) Pointedf) Magnetized

c. Use of material process (action verb)

Chapter 1

1) Cook

The dinner was only just beginning to cook on the kitchen

stove (p.1 L.5)

2) Eat

He’ll want eat immediately. (p.1 L.7)

3) Prepare

I was preparing to retreat to my little room upstairs. (p.1

L.20)

38

4) Throw

On his way he had found time to throw his stick into a

corner. (p.1 L.24)

5) Studying

I never felt bored when studying my precious pebbles. (p.3

L.8)

6) Planted and Pull

In April, after he had planted seed in the pots in his sitting

room, he would pull them by leaves every morning. (P.3

L.12-14)

7) Opening and Shutting

While saying this, my uncle kept opening and shutting the

old book. (P.4 L.3-4)

8) Ran and Sitting

I ran after her and found myself sitting in my usual plate in

the dining room. (p.5 L. 13-14)

Chapter 2

1) Took

The professor took the book and the parchment and

compared them. (p.7 L. 13-14)

2) Read

To read the sentence which you have just written, all I need

to do is to take the first letter of each word. (p. 10 L. 2-3)

39

3) Work

I started work, labeling and arranging some stone that had

recently been sent to us (p.11 L. 27-29)

4) Help

I could not help thinking about the old document. (p.11

L.30)

5) Dropped

I then dropped into old armchair and lit my pipe. (P.11

L.33-34)

6) Grouping

I tried grouping these letters together to form words (P.12

L.18)

7) Discovered

I had discovered the secret of the cryptogram (P.12 L.32-

33)

8) Found

He found out about a journey of this sort. (P.13 L.15-16)

9) Go and Take

He would go and take me with him. (P.13 L.17-18)

Chapter 3

1) PutI only just had time to put the document back on the table.

(P.14 L.1)

40

2) Leave

Martha wants to leave the house. (P.15 L.6)

3) Watched

I watched every moment he made. (P.14 L.7)

4) Worked

My uncle worked without a word and without raising his

head. (P.14 L.10)

5) Jumped

My uncle jumped as if he had received an electric shock.

(P.17 L.11)

6) Woke

I woke the next morning; my uncle was still at work. (P.14

L.20)

Chapter 4

1) Leaving

Leaving me in a sort of fever. (P.22 L.1)

2) Slept`I’ve slept badly and had a nightmare. (P.22 L.15)

3) WalkedWe walked about a hundred meters without speaking. (P.22

L.30)

4) Pushing

She was pushing me into it. (P.23 L.16)

41

5) Made

The Professor made no mention of our reason for coming

to Iceland. (P.28 L.4)

Chapter 5

1) Moved

The boat moved off and within an hour. (P.28 L.24)

2) Carrying

The Valkyrie was carrying coal household equipment,

pottery woolen garments. (P.29 L.2)

3) Went

I went out and roamed about aimlessly. (P.33 L.6)

4) Give

You say give me an idea (P.33 L.6)

5) Climb

We shall try to climb that mountain. (P.33 L.7)

6) Accept

The one was ready to accept what he was offered. (P.34

L.33)

7) Catch

The Icelandic hunter can catch these birds without much

difficulty. (P.34 L.29)

8) Dressed

I dressed quickly and went down. (P. )

42

Chapter 6

1) Chose

Our horses always chose the best way to go without everslowing their pace. (P.37 L.11)

2) Came in

We came in, the host, as if he had not seen us before. (P.38L.11)

3) Persuaded

My uncle persuaded him with some difficulty to acceptsome money. (P.39 L.1)

4) Journeyed

The next day we journeyed through the same sandlandscape. (P.39 L.14)

5) Stayed

The house we stayed in was a simple low built cabin. (P.39L.28)

6) WaitingHans was waiting for us with his companions. (P.41 L.4)

Chapter 7

1) DisappearHe disappeared behind huge rocks and for a moment waslost from sight. (P.41 L.16-17)

2) Ate

My uncle hurriedly to get on faster. (P.41 L.23)

3) Driving

The wind was driving it against the side of Sneffel. (P.42

L.33)

43

4) Poured

The sun poured its rays into the crater. (P.46 L.16)

Chapter 8

1) Treating

Hans was treating the adventures so calmly. (P.47 L.7)

2) Opened

We opened the bag of previsions. (P.49 L.8)

3) Lead

My uncle leading the way. (P.49 L.31)

4) Spread

Hans spreads out some food. (P.50 L.12)

Chapter 9

1) Signaled

My uncle signaled to us to stop and rest. (P.52 L.11)

2) ShookThe professor shook his head like a man who doesn’t wantto be convinced. (P.52 L.32)

3) Traveling

We are traveling down wards then we are greatlythreatened. (P.53 L.8)

4) Ate and Drank

I ate scarcely anything, but drank the few drops of waterwhich were given to me. (P.54 L.1-2)

5) Fighting

He was fighting against the impossible. (P.56 L.33)

44

6) Followed

The guide followed this scene with his usual unconcern.(P.56 L.36)

Chapter 10

1) Sat

I sat near the wall, where I could hear the water rushingpast me with extreme violence about two feet away. (P.60L.9-11)

2) Press

He pressed his ear against the dry stone. (P.60 L.15)

3) Plunge

I plunged my hands into the water. (P.60 L.35)

Chapter 11

1) AwokeI awoke on Sunday morning in this deepest of abysses.(P.63 L.1)

2) Listen

I listened, to hear if anyone was calling me, but could hearnothing. (P.63 L.28)

3) Lay

I lay there shaking in absolute fear for my life. (P.65 L.12)

4) Bump

I bump into a wall and fell on the rock floor. (P.65 L.10)

5) Crying, Shouting, Hitting

I started running downwards, crying, shouting, and hittingmyself on the rocks. (P.65 L.23)

Chapter 12

45

1) Clasp

‘My dear boy’ said my uncle, clasping me in this arms.(P.69 L.16)

2) Swam

So for a few moments I swam in the waters of our newlydiscovered sea. (P.74 L.2)

Chapter 13

1) Made

Hans had made a rudder which enabled him to steer thevessel. (P.75 L.11)

2) Untied

I untied the rope that held us to the shore. (P.75 L.12)

3) Caught

Over the next two hours we caught a considerable quantityof fish. (P.76 L.12)

4) Crawled

I crawled over to him. (P.78 L.21)

5) Wrote

I wrote down these words for him. (P.79 L.19)

6) Nod

He nodded in agreement. (P.79 L.21)

Chapter 14

1) Carry

The brave Icelander carried me away from the waves to asandy beach. (P.80 L.21)

2) Prepared

46

Hans prepared some food. (P.81 L.2)

3) Make

We can make a rough estimate. (P.83 L.3)

Chapter 15

1) Brought

It brought us back to his coast. (P.89 L.12)

2) Jumped

I jumped ashore, followed by my uncle and the Icelander.(P.90 L.2)

3) Passed

Hans passed the light of the lamp over every part of thewall. (P.90 L.20)

4) Hit

The raft had hit a solid object. (P.94 L.7)

Chapter 16

1) Manage

We may still manage to be burnt alive. (P.96 L.2)

2) Shrugged

He simply shrugged his shoulders and returned to histhought. (P.96 L.3)

3) Sail

We had sailed north for hundreds of miles. (P.99 L.21)

Chapter 17

1) Press

47

We pressed the fruit to our lips. (P.103 L.16)

2) Claim

There Hans claimed his thirteenth week’s wages. (P.104

L.34)

Chapter 18

1) Received

We were kindly received by the Stromboli fisherman.(P.105 L.6)

2) Land

We landed at Marseilles with nothing on our minds. (P.105L.9-10)

d. Use of mental verb

Chapter 1

1) Enjoy

I must admit that I greatly enjoyed Geology. (p.3 L.6)

2) Happy

Life has happy enough in that little house in theKonigstrasse. (p.3 L.9)

3) See

Can’t you see what it is? (p.3 L.26)

Chapter 2

1) Love

We certainly love each other greatly. (p.9 L.1)

2) Understood

48

I understood what we want and immediately wrote thefollowing lines of letters. (p.9 L.17)

Chapter 3

1) Watched

I watched every movement he made. (p.14 L.7)

2) Sorry

I honestly felt sorry for him. (P.14 L.23)

3) Hungry

Did he really want us to go hungry? (P.18 L.11)

4) Hear

They must not hear about it until we get back. (P.18 L.11)

Chapter 4

1) Like and Think

I would have like to set off immediately, without givingmyself time to think. (P.22 L.10)

2) Love

She was in love with me. (P.23 L.16)

3) See

One of them, I could see, was a letter of introduction to theGovernor of Iceland. (P.26 L.31)

4) Worry

We had no need to worry about our luggage. (P.27 L.5)

49

Chapter 5

1) See

I could see he was trying to decide if he should riskrevealing his true reason for visiting the library. (P.13L.12)

2) Think

I think I should like to begin my geological studies…..(P.32 L.32)

3) Doubt

No doubt it is. But it is impossible to take it. (P.33 L.19)

4) Pleased

I am sure you’ll be pleased with him. (P.33 L.30)

5) Understand

I was unable to understand a single word that was spoken.(P.35 L.30)

Chapter 6

1) Listen

Was he actually going to listen the reason? (P.40 L.24)

2) Thinking

Was he thinking of giving up his plan? (P.40 L.23)

Chapter 7

1) See

We could not see its peaks against the grayish backgroundof the sky. (P.41 L.9)

50

2) Watch

Hans and his companions, sitting on the rock watched himrunning about and obviously reached him as a madman.(P.44 L.30)

3) Thought

I thought that he had slipped and had fallen into one of thethree chimneys. (P.44 L.33)

Chapter 9

1) Understood

I don’t communicate my fears to uncle Lidenbrock, whowould not have understood. (P.52 L.5)

2) Safety

Here at least there was absolute solitude and completesafety. (P.52 L.14)

3) Saw

I look more closely and saw that we were surrounded bycoal. (P.53 L.21)

4) Heard

Had I heard right? (P.55 L.19)

5) Happy

How happy I felt at words….. (P.55 L.13)

6) Listen

So listen to suggestions I am going to make. (P.57 L.17)

51

Chapter 10

1) Listening

My uncle marched on, refusing to stop, always listening forthe murmur of some spring. (P.58 L.10)

2) Heard

But there was nothing to be heard. (P.58 L.11)

3) Frightening

The last thing I saw was a frightening gesture of ragebefore I closed my eyes. (P.58 L.17)

4) Panic

Yet, after the firs moment of panic. (p.59 L.1)

5) Hear

What you can hear is the roar of a river. (P.59 L.29)

6) Tired

I no longer felt tired. (P.59 L.33)

7) Excited

I was tremendously excited. (P.60 L.19)

Chapter 11

1) Anxious

I began to feel anxious and started to shiver. (p.63 L.24)

2) Sure

I am sure to find my companions again. (P.63 L.25)

3) Believe

52

I could not believe that I was alone, that I was lost. (P.63

L.30)

4) Consciousness

When I returned to consciousness my face was wet withtears. (P.65 L.28)

5) Watched

I watched its light gradually. (P.65 L.17)

6) Afraid

For a moment I was afraid that the world might simple bean echo. (P.66 L.9)

Chapter 12

1) Watching

My uncle was watching my face for some sign of life.(P.69 L.11)

2) Weak

I was indeed very weak and my eyes soon shut. (P.70 L.4)

3) Mad

I must be mad, because I can see daylight. (P.71 L.14)

4) Well

I fell perfectly well. (P.71 L.25)

5) Powerless

My imagination felt powerless before such immensity.

(P.72 L.34)

6) Strong

Do you feel strong enough to walk a little? (P.73 L.1)

53

Chapter 13

1) Think

We began to think that these waters were uninhabited.(P.76 L.8)

Chapter 14

1) See

I could hardly see to write down a few hurried notes. (P.78L.19)

2) Enjoy

I crawled over to him and found him clinging to a rope andapparently enjoying the sight of the storm. (P.78 L.22)

Chapter 15

1) Tired

I still feel tired, that’s all. (P.81 L.9)

2) Listen

The professor didn’t listen to single word I said. (P.84

L.13)

3) Think

I can think about it calmly. (P.86 L.11)

Chapter 16

1). Surprises

I had had many surprises that I believe no longer capable ofastonishment. (P.88 L.6)

2) Thought

54

While these thoughts were whirling about in my head.(P.88 L.14)

3) Worry

‘Don’t worry’, I replied. I won’t stop to play. (P.91 L.32)

4) Watch

The professor was keeping an eye on his watch. (P.92 L.9)

Chapter 17

1) Think

What, you still think there is a chance of escape? (P.96

L.17)

2) Heard

I heard him murmuring geological terms which Iunderstood. (P.97 L.10)

3) Believe

You believe that there will be an earthquake? (P.98 L.18)

4) Doubt

I had no doubt that it would be northern region. (P.99 L.18)

Chapter 18

1) Joyfully

We joyfully plunged our faces and hands. (P.103 L.8)

2) Thought

We gave no more thought to him. (P.104 L.7)

Chapter 19

1) Believe

55

Thus ended of the story which few people will be able tobelieve. (P.105 L.4)

2) Sure

They were sure he had not made such a journey. (P.105

L.22)

3) See

I certainly intend to see him again before I die. (P.106

L.16)

B. Elements of the Novel

1. Character

Character is an imagined person who inhabits a story. In the

meantime, it makes up the central interest of many literary works. It is

also a person told in the story. Character can be defined as literary

genre: a short and usually, sketch in prose of distinctive type of person.

It means that the person in dramatic or narrative work, endowed with

moral and disposition qualities that are expressed in what they say

(koesnosoebroto, 1988:65).

There are two types of characters: main or major characters and

minor characters. Main characters in the story, it becomes the focus in

the story but it cannot stand on its own, it needs other characters to

make story more convincing and lifelike. Minor character is character

of less important than those of main character. It just supports the main

character in the story. So, the writer will try to make an easy

understanding by explaining it one by one.

56

a. Main Character

The main characters of the story “Journey to the Centre of the

Earth” is:

1) Prof. Lidenbrock

a) He is a lectures of mineralogy

“He was a professor at the University of Hamburg andgave lectures on mineralogy”. (Verne, 1964:1 on chapter1)

b) He is head of Mineral Museum

“He was the head of an important mineral museum”.(Verne, 1964:2 on chapter 1)

c) He is a thin man, a fair and youthful complexion; he has big

eyes, long thin nose and huge spectacles.

“Picture to yourself a tall, thin man, in excellent health. Hehad a fair, youthful complexion which made him look tenyears younger than his 50 years. His big eyes wereconstantly moving behind huge spectacles, and his long,thin nose baked like blade of a knife”. (Verne, 1964:2 onchapter 1)

d) He is a man of great courage and a bold thinker.

“He is a bold thinker and a man of great courage and youmust remember that his blood flows in your veins”.(Verne, 1964:24 on chapter 1)

e) He was very kind and a man who care everyone.

“Yes, he said, ’a mouthful of water-but it‘s the last, youunderstand, the very last. I had kept it carefully at thebottom of my flask, resisting twenty times the terribledesire to drink it. But, no Axel, I kept it for you”. (Verne,1964:55 on chapter 9)

57

f) The person who was quite little ambitious.

“He would want to go and nothing would stop him. He hasgreat imagination and he would risk life to do somethingthat other geologist has done”. (Verne, 1964:14 on chapter3)

g) He was also quite selfish.

“He had gone forty-eight hours without eating. No oneelse in the house had been allowed to eat either”. (Verne,1964:15 on chapter 3)

h) The man who was very curiosity for something.

“Come along, Axel ‘exclaimed my uncle as soon as hesaw me. ‘Hurry up! Your box isn’t packed”. (Verne,1964:15 on chapter 3)

2) Axel

a) He is professor Lidenbrock’s nephew and assistant, an orphan

and enjoyed Geology.

“I was his nephew, I was also an orphan. I had recentlybecome his assistant. I must admit that I greatly enjoyedGeology”. (Verne, 1964:3 on chapter 1)

b) He was loved Grauben very much.

“………..I noticed a charming portrait of Grauben hanging onthe wall. I love her very much and her picture took me in aninstant from the real world into that of dreams and memories”.(Verne, 1964: 8-9 0n chapter 3)

c) He is a man who quite easy to give up.

“We must go back, I exclaimed. We must return to Sneffels.May God give us the strength to climb up to the top of crateragain”. (Verne, 1964:56 on chapter 9)

58

d) He is a smart man

“Suddenly I understood. I had discovered the secret of thecryptogram! And I had discovered what was needed”. (Verne,1964:12-13 on chapter2)

e) He didn’t want to take a risk in doing something.

“I will remain silent. I will keep the secret. If I tell him, I willbe sending him to his death. Let him find out himself if hecan. I don’t wish to be responsible for his death”. (Verne,1964:14-15 on chapter 3)

b. Minor Character

1) Grauben

a) She was a professor Lidenbrock’s daughter.

“The latter included his seventeen-year-old god daughter”.(Verne, 1964:3 on chapter 1)

b) She has a lovely blue-eyed blonde.

“Grauben was a lovely blue-eyed blonde, who was ratherserious but loved me despite my foolishness”. (Verne, 1964:9on chapter 1)

c) She was a loyal woman and always supports Axel, her boy

friend to follow the expedition.

“Go, Axel, dear go, she said, and when you come back youwill find your wife”. (Verne, 1964:26 on chapter 4)

“It will become a wonderful journey. ……’yes, Axel and Iwould gladly come with our uncle and you. If it weren’t that agirl would only be a nuisance” (Verne, 1964:25 on chapter 4)

59

d) She loved Axel very much

“She remained as calm as ever, but as she touch my cheekwith her sweet lips a tear ran down her cheek”. (Verne,1964:26 on chapter 4)

2) Martha

a) The maid of Professor Lidenbrock’s family and she was an

old servant

“Martha, the cook, must have thought she was very slowlythat morning, because the dinner was only just beginning tocook on the kitchen stove”. (Verne, 1964:1 on chapter 1)

“It means that something serious is going to happen!’ said theold servant, nodding her head”. (Verne, 1964:5 on chapter 1)

3) Professor Thomson

a) He is the director of City Museum.

“The director of this museum was a gentleman calledProfessor Thomson”. (Verne, 1964: 27 on chapter 4)

4) Captain Bjarne

a) He is a Nahkoda.

“Come on board on Tuesday, at seven in the morning, ‘saidCaptain Bjarne”. (Verne, 1964: 8 on chapter 4)

5) Baron Trampe

The governor of Reykjavik

“The first man we saw was the Governor on the island, BaronTrempe himself”. (Verne, 1964: 29 on chapter 5)

6) Mr. Fridiksson

a) He is a science master of Reykjavik school.

60

“We also met a delightful man, Mr. Fridiksson, the sciencemaster at Reykjavik School who was extremely helpful”.(Verne, 196 :)

b) He is a teacher of Reykjavik school.

“Arne Saknussemm!’ replied the Reykjavik teacher ‘youmean the sixteenth century alchemist”. (Verne, 1964: 31 onchapter 5)

c) Hospitality

“My uncle thanked him warmly in Icelandic for his kindhospitality”. (Verne, 1964: 36 on chapter 5)

7) Hans Bjelke

a) Serious, silent individual

“His serious, silent individual was called Hans Bjelke and hebecome our guide” (Verne, 1964: 34 on chapter 5)

b) He has a big, well-built fellow

“He was chatting in Danish with a big, well-built fellow, whowas obviously unusually strong” (Verne, 1964:34 on chapter5)

c) He has blue eyes, red hair and diligent personality.

“His eyes were a dreamy blue and struck me as veryintelligent.”“Long red hair fell over his athletic shoulders.”“Everything about him indicated a perfectly calm personality,not lazy but peaceful.” (Verne, 1964:34 on chapter 5)

2. Setting

b. Setting of place

1) Konigstrasse, Hamburg

“On Sunday, on the 24th of May, 1863, my uncle, professorLidenbrock, came rushing back towards his little house,

61

No.19 Konigstrasse, one of the oldest streets in Hamburg.”(Verne, 1964: 1 on chapter 1)

2) In the town

“In the meantime I had followed the river bank and goneround the town. (Verne, 1964:22 on chapter 4)

3) Kiel

“At Kiel, as else where, a day goes by somehow, wewalked along the beach, through the thick woods, adrmiredthe houses and finally ten o’clock arrived.” (Verne, 1964:27 on chapter 4)

4) Copenhagen, city museum, phoenix hotel

“Finally, at ten in the morning, we arrived at Copenhagen.”“Here the luggage was loaded on to a carriage and takenwith us to the Phoenix Hotel in Brigade.”“Then, my uncle, after hastily washing, took me in a Taxito the city museum.” (Verne, 1964: 27 on chapter 4)

5) The little town of Gufunes

“We reached the little town of Gufunes. Here we stoppedfor half an hour and ate our meager breakfast before settingoff again.” (Verne, 1964: 37 on chapter 6)

6) Reykjavik

“Two hours after having Reykjavik, we reached the littletown of Gufunes.” (Verne, 1964: 37 on chapter 6)

7) The village of Gardas

“By six-thirty that evening, we had reached the village ofGardas, and there we spent the night.” (Verne, 1964: 37 onchapter 6)

8) Budir

“On Saturday, 20th June, at six in the evening, we reachedBudir, a village on the sea-shore.” (Verne, 1964: 39 onchapter 6)

62

9) Stapi

“Finally, after four hours’ walking, the horses stopped atStapi, a village of about thirty huts.” (Verne, 1964: 39 onchapter 6)

10) Under the Atlantic ocean

“On Wednesday, 15th July, we were thirty km undergroundand about two hundred kilometers from Sneffel. This meantthat we were now under the Atlantic Ocean.” (Verne, 1964:on chapter)

11) England, France, Europe

“We have passed under England, under France, and perhapsunder the whole of Europe.” (Verne, 1964: 80 on chapter14)

12) Port Grauben

“I feel sure it hasn’t the wind seemed to be constant, so Ithink this shore must be south-east of Port Grauben.”(Verne, 1964: 83 on chapter 15)

13) Port of san vicenzo

“An hour later, we reached the port of San Vicenzo. ThereHans claimed his thirteenth week’s wages.” (Verne, 1964:83 on chapter 15)

14) France

“On Friday, 4th September, we set sail for France in a boatnamed the Voltura.” (Verne, 1964: 105 on chapter 19)

15) Hamburg

“In the evening of 9th September, we arrived in Hamburg.”(Verne, 1964: 105 on chapter 19)

63

c. Setting of time

The time or era of the story is 19th century.

d. Setting of social

Surviving elements in wilderness

3. Theme

It is not easy to determine the theme of Jules Verne’s novel of

“Journey to the Centre of the Earth” because the writer should go

through long procedures. The writer starts to analyze character and

setting. Then, she tried to relate what are in the theme to get the

meaning of the whole story. This novel represents how an eccentric

German professor, his young nephew and an Icelandic hunter travel

down through an extinct volcano deep into the interior of the planet. It

is always the cases with Jules Verne, the main character are interesting

and often described with great it. The writer’s descriptive powers are

at their height in this novel.

The writer also tells about some natural phenomena that

happen along the story in their adventure under the earth’s surface

added with dramatic atmosphere. They are rent a guide to guide them

go to the centre of the earth. This novel also gives a little love story

between Axel and Grauben, professor Lidenbrock’s daughter. They

loved each other and Grauben is always give spirit to Axel to follow

the journey to the centre of the earth. She wants to wait him until he

back home from the journey. The writer draws the scenes as diverse as

64

Iceland, the strange underground sea that trio discover, the interior of

an active volcano, are all vividly described, so that one ends by

believing the unbelievable.

4. Point of View

Point of view is angle of prose. It is not the author attitude

toward life or history but is specific concept. Jules Verne, in this novel

of “Journey to the Centre of the Earth” uses mostly first person point

of view and some third person point of view. There are many basic

point of views as follows; omniscient, first person, third person,

central intelligence, and the scenic point of view. The author stands

out of the story. The author can hear, see and know the character’s

mind deeply and be able to illustrate the secret of character‘s heart.

a.When I woke the next morning, my uncle was still atwork. His eyes were red and his face was pale. He wasobviously having a terrible struggle with the unsolvablepuzzle. I honestly felt sorry for him. With a single word Icould have released him from his pain, but I said nothing.Yes I was not a cruel fellow by nature. Why, then, did Iremain silent? It was for my uncle’s sake. (Verne, 1964:14on chapter 3)

b. On 2nd June, at six in the morning, our precious luggagewas taken on board the Valkyrie. And the captain showedus to our rather small cabins. (Verne, 1964: 28 0n chapter5)

c. I had not yet looked into the chimney, but now the time hadcome. I would either have to continue or refuse to take partin the expedition. But I was ashamed to refuse in thepresence of the guide. Hans was treating the adventure socalmly that I had to match his courage. I walked across tothe central chimney. (Verne, 1964: 47 on chapter 8)

65

d. My uncle knew a simple method to get over this difficulty,in which a double rope was used. It was much employedby mountaineers. He demonstrated to us how it was doneand showed us how to tie the rope. (Verne, 1964: 47 onchapter8)

5. Plot

Plot is another element of fiction, which tells what happens to

the characters in the story. In the meantime, it is the soul of the story.

The word plot itself is a technical term to say about a series of tied

together events of which the story is composed. Plot elements consist

of:

a. Incentive moment

1) The plot begins when Professor Lidenbrock find an old book

“Heimis Kringla” by Snorro Turleson, the famous writer of

the twelfth century.

‘Well?’ he said when he saw me. ‘Can’t you see what it is? Itis an extraordinary treasure that I found this morning, in asecond-hand bookshop.’……………………………………………………………………..‘Look!’ he said, asking and answering his own questions.‘Isn’t it beautiful? Yes, it is. Does it open easily? Yes, and itstay open at any page you like. But does it close well? Yes, ofcourse it does. And look at the back, which isn’t damaged atall after seven hundred years!’……………………………………………………………………..‘This work,’ replied my uncle with growing excitement, ‘is theHeimis Kreingla by Snorro Turleson, the famous Icelandicwriter of the twelfth century. It is the story of Norwegianprinces who ruled over Iceland. (Verne, 1964:4 on chapter 1)

2) Professor Lidenbrock find a piece of parchment in a Runic.

66

Not knowing what to say, I was going to kneel admiringlybefore the book when a dirty piece of parchment fell out of thebook and on the floor.…………………………………………………………………….It contained a few lines of incomprehensible writing. I havecopied the writing here.…………………………………………………………………......The professor examined the writing for a few moments. Then,raising his spectacles, he said, ‘These are runic letter. (Verne,1964:5 on chapter 1)

3) There is a cryptogram in the writing letter.

‘It’s what they call a cryptogram, ‘he said, ‘in which themeaning is hidden by deliberately mixing up the letters. If theletters were correctly rearranged they would make a propersentence. It is possible that I have here the clue to some greatdiscovery.’ (Verne, 1964:7 0n chapter 2)

b. Conflict I

a) When Axel realized the content of cryptogram is danger for

him and his uncle.

But how astonished and terrified I felt! What! Had what I hadjust read really happened? Could any man really have daredto…?‘Oh no!’ I cried, jumped to my feet. My uncle mustn’t knowabout this! It would terrible if he found out about a journey ofthis sort. He would want to do the same journey. Nothingwould stop him. He would go and he would take me with himand we would never come back. Never! Never! ‘I felt in a stateof complete panic. ‘No, it’s not going to happen, ‘I declared,‘and since I can prevent this idea from entering his head, Ishall do so. If he kept turning this document over and over, hetoo might discover the answer. The only thing to do is todestroy it. (Verne, 1964:13 on chapter 2)

b) Professor Lidenbrock decided that there was no eating before

he knows the meaning of the cryptogram.

67

Had he done it in purpose? Or was it just absent mindedness?Did he really want us to go hungry? This seems to me to beasking too much o us. The document was nothing to do withMartha or myself. But I know remembered that a few yearsbefore, when my uncle was working on a difficult problem, hehad gone forty-eight hours without eating. No one else in thehouse had been allowed to eat either. I had suffered veryuncomfortable stomach pains. That morning, we had nobreakfast, as we had no supper the night before. Martha, poorwoman, was greatly distressed. As for me, what distressed memost was that I could not leave the house to visit a certainperson. (Verne, 1964:14 on chapter 3)

c) When professor Lidenbrock know the meaning of the

cryptogram and he want do the same journey.

‘Do you really think? ,” I asked, ‘that there are many whowould be brave enough to risk it?’‘Of course. Who would hesitate at the thought of winning suchfame? If the document were published, a whole army ofgeologist would rush to follow in Arne Saknussem’sfootsteps.’ (Verne, 1964:18 on chapter 3)

c. Conflict II

1) Axel has a nightmare and having fever.

So ended this conversation with Professor Lidenbrock, leavingme in a sort of fever. I came out of my uncle’s study feelingquite breathless, and there was not enough air in the streets ofHamburg to put me right again. I therefore set off for the banksof the River Elbe, which runs through the town.……………………………………………………………………..But an hour later I must admit that my excitement had quieteddown. ‘It’s ridiculous!’ I exclaimed. There’s no sense in it!The whole thing must be a mistake. I’ve slept badly and had anightmare. (Verne, 1964:22 on chapter 4)

2) When they want go to Sneffel, there are get little difficult to

reach there.

Sneffel is fifteen hundred meters high. From our starting-point,we could not see its peaks against the grayish background of

68

the sky. We walked in single file, led by the guide, who tooknarrow paths were two people could not have gone together.Conversation therefore became more or less impossible.The way became increasingly difficult. The ground was rising.Pieces of rock kept breaking off and the greatest care wasneeded to avoid dangerous falls. (Verne, 1964:41 on chapter 7)

3) They were feeling angry and frighten to choose the right way

out.

Now, if the sun did not shine there would be not shadow.Consequently we would not know which one was the rightchimney…………………………………………………………..I will not attempt to describe Professor Lidenbrock’s helplessanger. The day went by and no shadow appeared on the bottomof the crater. (Verne, 1964:46 on chapter 7)

4) The stock of drink water almost empty and Axel was feeling

so thirsty until like he feel dying.

‘Well Axel, we must simply drink less.’It was indeed essential for us to drink less. Our stock of watercould not last more than three days, as I realized that eveningat supper time.…………………………………………………………………….At last, on Tuesday, 7th July, crawling on our hans and knees,we arrived half dead at the intersection of the two passages.There I dropped as if dead stretched out on the ground. It wasten in the morning. Hans and my uncle, sitting with their backsagainst the wall, tried to eat a few pieces of biscuit. Longmoans escaped from my swollen lips. I feel asleep.After a while my uncle came over to me and raised me in hisarms. ‘Poor child!’ he whispered with real pity.……………………………………………………………………..Then I saw him take the flask hanging on his belt. To myamazement, he put it to my lips. ‘Drink,’ he said. (Verne,1964:53-54 on chapter 9)

d. Conflict III

1) Axel wants to give up and didn’t want to continue the journey.

69

‘What, you don’t want to go back?’

‘And give up this expedition, just when success seems certain?Never!‘But we will all die!’‘No Axel, no, we will not. You must go back. I don’t want youto die. Hans will go with you. Leave me here alone.’‘Leave you here!’‘Leave me I tell you. I have begun the journey, and I mean tofinish it, or never return. Go back Axel, go back.’ (Verne,1964:56 on chapter 9)

2) Axel was lost and separated from his friends.

By 7th August, we had reached a depth of a hundred andtwenty kilometers. We must have them been about eighthundred kilometers from Iceland. That day, the tunnel wasgoing down a very gentle slope. I was walking in front. Myuncle had one of the lamps and I had the other. Suddenly,turning round, I found that I was alone. ‘Well,’ I thought, ‘I’vebeen walking too fast, or else Hans and my uncle have stoppedsomewhere. I must go back and join them. (Verne, 1964:63 onchapter 11)

3) When a bad weather come in their way.

By now the rain had formed a roaring waterfall on the horizon,toward which we were speeding madly. Then the sky wasfilled with white flashes of lightning. The huge waves looklike little volcanoes; for each one had at its top a flame of light.The light was so bright I could hardly see, and my ears weredeafened by the noise of the thunder. I had to cling to the mast,which bent like a young tree before the violence of the storm(Verne, 1964:78 on chapter 14).

e. Climax

1) When the situation becomes desperate and not finds a way out

to escape.

‘Axel,’ the professor replied very calmly, ‘our situation isalmost desperate, but there is possibility that we may escape. Ifwe may die at any moment, we may also be saved at anymoment. So let us be prepared to seize the slightestopportunity.’

70

2) The stock of food was almost empty.

An hour went by. I began to feel terrible hungry. Mycompanions were suffering too, but none of us dared to touchthe little food that we had left.…………………………………………………………………….‘If we don’t drown or starve to death, we may still manage toburn alive.’…………………………………………………………………….‘Eat every single bit of food. This may be our last meal, but atleast we shall become men again instead of exhaustedweaklings,’(Verne. 1964:95-96 on chapter 17)

3) When the raft was destroyed and many problems were

happened

He had scarcely lifted his head again before a ball of fireappeared on the raft. The mast and the sail vanished togetherand I saw them rising to a great height, looking like a fantasticbird.We were frozen with fear. The fireball, half white, half blue,moved slowly over the raft, slowly, but spinning at anastonishing speed. It floated here and there, landed on thebaggage, jumped lightly down. Then it approached Hans, whosimply stared at it, then my uncle who fell to his knees to avoidit, and finally myself, pale and trembling under its hot glare.(Verne, 1964:79 on chapter 14)

4) They found human being created as a great discovery for him.

I would rather believe that it was some animal that resembled ahuman being, some prehistoric monkey. But the creature wesaw was far taller than any monkey. Never mind! It must havebeen one, however improbable that may seem. The idea that aman, a living man, and with him a whole generation should beburied down there in the depths of the earth is unacceptable.(Verne, 1964:86 on chapter 15)

71

5) Eruption had happened.

‘Yes, this is a volcano with intermittent eruption. It pausesfrom time to time to throw beneath.’This was perfectly true. Ten minutes later, we were shotupwards again at tremendous speed, and we had to cling to thebeams so as not be thrown off the raft. Then the movementstopped. (Verne, 1964:100-101 on chapter 17)

f. Resolution

1) They saved from the eruption and had thrown out of the

Sneffel.

I found myself lying on a mountain slope, only a few metersfrom an abyss into which I would have fallen at the slightestmovement. Hans had saved my life while I was rolling downthe side of the crater.‘Where are we?’ asked my uncle, who seemed to be extremelyannoyed at being back on the surface of the earth.The guide shrugged his shoulders to express completeignorance.‘In Iceland,’ I said. (Verne, 1964:101 on chapter 18)

2) They finally come back to the Hamburg.

On Friday, 4th September, we set sail for France in a boatnamed the Voltura. Three days later, we landed at Marseilleswith nothing on our mind but that compass, which worried meterribly. In the evening of 9th September, we arrived inHamburg. (Verne, 1964:105 on chapter 19)

6. Tone

Tone is usually the writer’s attitude toward his or her subject

matter and reader. There are; nostalgic, affectionate, serious,

humorous, melancholy, sarcastic, angry or have as many variations as

there are emotions. Tone reveals the attitudes of the author toward as

his subject and toward his audience (Kesnosoebroto, 1988:77)

72

The elements of tone for this novel are:

1) Panic

I felt in a state of complete panic. ‘No, it’s not going to happen, ‘Ideclared, ‘and since I can prevent this idea from entering his head,I shall do so. If he kept turning this document over and over, hetoo might discover the answer. The only thing to do is to destroyit. (Verne, 1964:13 on chapter 2)

2) Angry

‘But that’s impossible!’ I said, shrugging my shoulders in disgustat such a ridiculous idea.‘Impossible?’ said Professor Lidenbrock in a stern voice. ‘Andwhy should it be impossible?’‘Because the crater must be full of burning rocks and it thatcase…’‘But what if it’s an extinct volcano?’‘Extinct?’‘Yes, there are many extinct volcanoes and Sneffels is one ofthose. It is undoubtedly no longer active.’I could find no objection to any of this so I thought of morequestions. ‘What does this word Scartaris mean?’ I asked. ‘Andwhy descend before the end of July?’

3) Frightens

I began to feel anxious and started to shiver, despite myself.‘Keep calm,’ I said aloud to myself. ‘I am sure to find mycompanions again. There’s only one path, after all. Since I was infront, I must go back.’For a half an hour I climbed the slope. I listened, to hear ifanyone was calling me, but could hear nothing.I stopped. I could not believe that I was alone, that I was lost.(Verne, 1964:63 on chapter 11)

4) Care

‘Yes,’ he said, ‘a mouthful of water – but it’s the last, youunderstand, the very last. I had kept it carefully at the bottom ofmy flask, resisting twenty times the terrible desire to drink it. But,no. axel, I kept it for you.’ (Verne, 1964:55 0n chapter 9)

73

7. Style

Style is the way the writer uses words to create a literary work.

The writer’s style is usually revealed in his/her diction, imagery, and

syntax. All writers have style in which they are all different.

In this novel the writer uses more detonation words than

connotation ones in depicting the settings and events. The writer also

uses some different languages from any countries. The writer draws

the character’s middling sensitive to other feeling and they are mostly

serious with occasional humor. In this novel there are significantly

more descript than dialogue.

C. Possible Use of the Story to Teach Narrative Texts

The students can be motivated and make a good strategy to

keep students involved the novel to provide them with many

opportunities to predict what will happen and to encourage them to

look for clues about what is come. The students will gradually

understand how far the time Verne was in comprehending science and

based his writings on some sense on possible they will see why he is

considered by many to be father of science fiction. They can imagine

and can identify the structure of the genre. First, cannot understand a

genre by looking a single model text. Second, by extension, one

cannot understand a given by looking at example of that genre itself.

(Richard Kern, 2000:86-90).

74

In many countries of the word, literature is highly valued. If

students are familiar with literature in their own language then

studying some literature in English can provide an interesting and

thought provoking point of comparison literature exposes students to

complex themes and fresh, unexpected uses of language. A play may

engage students in complicated adult dilemmas. A poem may elicit a

powerful emotional response for students. If the materials are

carefully chosen, students will feel that what they do is relevant and

meaningful to their own lives.

Literature may provide a particularly appropriate way o

stimulating this acquisition, as it provides meaningful and memorable

context for processing and interpreting new language. But a higher

level, students may be absorbed in the plot and characters of an

authentic novel or short story. Teaching genre establish norms of

interaction by modifying the respective roles of the readers, listeners,

writers and speakers and the relationship between them and by setting

corresponding parameters of appropriateness for language use. Genre

operates in very specific cultural interactions. Familiarity with genres

is important in communication, because it allows us to make

connections between particular instances of discourse and others we

have experienced previously. Teacher can take advantages of students’

exciting knowledge of genres in order to get them to shift perspective

on the words and grammar, vocabulary they are learning.

75

The influence of the story is also to teach the students because

they will read the story and look about event and place, so they can

make some interpretations from the experience itself from the story

and help them to learn amount about the culture, even without direct

experience. They can imagine and can identify the structure of the

story.

In language teaching methodology, the context and

environment of learning, as well as the management of language

classroom, are relatively under-represented in the literature in

language teaching methodology. Teaching narrative, the teacher can

use reading materials or writing materials. The teacher can asked the

students to re arrange the sentences from the story “Journey to the

centre of the Earth” and analyze the schematic structure and the

language features of the story.

The activities in the classroom can be designed:

a. The students retell a story of “Journey to the Centre of the

Earth”.

b. The students also can apply the adverbial phrase and adverbial

clauses in the daily activities and writing activities.

c. They can identify units of narrative and their functions.

d. They understand the details, the meaning, and ideas of the

narrative text.

e. They also can elaborate the narrative text individually.

76

In the story of “Journey to the centre of the Earth” by Jules

Verne there are some adverbial clauses before and after main clauses.

There is the analysis of the adverbial clauses.

Adverb Clause before or after Main Clause

No Adverbial

Clause Main Clause Adverbial

Clause

Clausemarker

S+P ,etc subject v/v phrase Clausemarker

S + P ,etc

Chapter1

a.

b.

c.

d.

Before I had timeto move

I

Professor

Prof.Lidenbrock

I

Waspreparing toretreat mylittle roomupstairs

Called meagain

Must haveknown

Waspreparing myself for this

When

Because

when

The dooropenedfront

He couldspeaks agreat manylanguages

Marthaopened thestudy door

77

Chapter2

a.

b.

c.

d.

e.

f.

g.

When

If

As

If

since

I hadfinished

You want towritesomethingin code

I askedmyself thesequestions

He keptturning thisdocumentover andover

I canprevent thisidea fromentering his

Myuncle

I

I

You

I

He

I

Snatched upthe paper Ihad beenwriting

Was far away

Must admitthat

Wouldprobablydecide towrite thelettersverticallyinstead ofhorizontally

Picked upthese sheet ofpapercovered withtheincomprehensible letter

Too mightdiscover theanswer

Shall do so

When

When

My unclesuddenlystruck thetable withhis fist.

I came tothe end

78

head

Chapter3

a.

b.

c.

d.

When

If

When

Before

I woke thenextmorning

I tell him

Marthawanted toleave thehouse to goshopping inthe market

I hadfinished thesentences

Myuncle

I

He

Theprofessor

Was still atwork

Will besending himto his death

Found thedoor locked

Gave a shout

Chapter4

a.

b.

When

When

You cameback

I returned

you

Myuncle

Will be aman

Was askingGrauben tolook after thehouse forhim

Chapter5

a.After A good

walkI Returned to

Mr.Fridiksson’s

79

b.

c.

When I awoke I

Themystery

house

Heard myuncle talkingrapidly in thenext room

Wasexplained

when Mr.Fridiksontold me

Chapter6

a.

b.

c.

When

When

We hadtaken offour coats

Theceremonywas over

We

We

He

Heard ourhost’s voiceinviting usinto thekitchen

Sat down toeat

looked As If He werechallengingit

Chapter7

a.

b.

c.

When Thequestionwas put

Theguide

Hans

It

Replied

Was sleepingpeacefully atthe foot ofthe rock

Could berecognized

While

When

My unclewas circlingaround thebottom ofthe crater

The shadowof Scar tanstouched itsedge

Chapter9

a. When I took my It Was quite

80

b.

c.

As

While

hand away

I had toldtheProfessor

I was sayingthis

Ourwater

MyUncle

black

Wascompletelyfinished atthe end ofour firstday’s March

Avoidedlooking at me

Chapter10

a.

b.

c.

d.

When

If

I openedthem again

Anyone hadsuggestedthat I shouldreturn toSneffels

I

I

I

MyUncle

Saw my twocompanionsrolled up unthe blanket

Would haveangrilyrefused

Completelymotionlessunderstoodwhy

Clapped hishands for joy

When

When

I tooplunged myhands intothe waters

It saw howsteep it was

Chapter11

a.

b.

c.

When

If

I returned toconsciousness

I followedthe pathtraveled bythe sound

I

Myface

I

Shall catchup with them

Was wet withtears

was certainto arrive atits startingpoint

If I hurry

81

Chapter12

a.

b.

c.

When

When

While

I regainedconsciousness

I opened myeyes

He wastalking

I

He

MyUncle

Was in semi-darkness

Gave me acry of joy

Waspreparingsome foodfor me

Chapter13

a.

b. When I wassufferingAnd indanger

It

He

Was not long

Was kind andwarm

Before I fell into arefreshingsleep full ofpleasantdream

Chapter15

a.

b.

c.

If

If

We haven’tany guns

Mycalculationsare correct

Hans

We

We

Had worked

Can’t gohunting

Now havetheMediteraneanover our head

While We were asleep & hadsaved themostpreciousarticles atthe risk ofhis own life

Chapter16

a. While These Prof. Was making

82

b.

c.

thoughtswerewhirlingabout myhead

Lidenbrock

Violent

I

a speech inpraise of thatgreatscientist

Socks occur

Felt

Whenever

As If

It struck thewall

It wasdrowning

Chapter17

a.

b.

c.

d.

If

Before

If

We may dieat anymoment

It had gonemad

We had hadathermometer

We

MyUncle

It

Thecomp-

ass

May also besaved at anymoment

Looked at me

Would haveregisteredover 70◦ centigrade

Needle hadalwaysindicated thatwe wereheading inthat direction

As If He didn’twant tounderstand

Chapter18

a.

b.

When

After

I opened myeyes again

Ourdeliciousmeal of fruitand coldwater

I

We

Felt theguide’sstrong handholding mybelt.

Set off againin thedirection ofthe port ofStromboli

83

c. Hans Had savedmy life

While I was rollingdown theside of thecrater

Chapter19

a. People Had refusedto believe it

When They sawhim again

II. Discussion

A. The generic structure of the story “Journey to the Centre of the

Earth” by Jules Verne tells the whole of the story. The orientation

presents in the beginning chapter. It tells about the identity of the

player, place, time, and characteristic of the character in the story.

The complication was described in the middle of the story. It’s

founded when the story is got the conflict inside it. So it will

reach the climax of the story and after reach the climax, it will get

the resolution of the story. The resolution is usually find in the

last chapter and being the end of the story.

The languge features of the story is got in every chapter of the

story. There are some features of narrative that are found in the

story. It describes about the details of the story.

B. The elements of the story consist of some parts. It describes and

discuss about the content of the story in order the readers more

understand about the story. There are characterization, theme,

plot, setting, style, tone, and point of view. Through these

elements, we will understand the story accurately and we can able

84

to know the strenght of the story. We will know about the

character and who is involved in the story,the plot of the story,

and also the style used by the writer to write the story.

C. Possible use of the story to teach narrative texts for the students

is can be motivated them to read literature. So the writer wants to

use the story to learn narrative texts to make the students more

axcited and more understand about narrative. The story can make

the students spend time to read and understand the story well. It

can be motivated them to enrich their vocabularies. They will get

experiences and understand narrative trough the story. They can

find some structure of narrative in the story. The teacher also can

make some teaching variation used the story. Such as the students

retell the story and also know the adverbial phrase and adverbial

clause which are found in the story.

The story will give influence to the students. They will read the

story and know the event, place, and plot of the story, so they get

experience from the story “Journey to the Centre of the Earth”

and make some interpretations about the story. The students can

learn about moral values, the culture, get inspiration from the

story and can imagine the expedition which did by the characters

in the story with different imagination

85

CHAPTER 5

CONCLUSIONS AND SUGGESTIONS

From the discussion in the previous chapter the writer draws some

conclusion as the result of analyze the generic structure and elements of the story

“journey to the Centre of the Earth” by Jules Verne and it possibility to teach

narrative texts. The writer presents the conclusions and suggestions to the readers

especially for the students and the teacher. The writer hopes it would be useful for

the readers to improve the quality of teaching English.

A. Conclusion

The generic structure of the story “Journey to the centre of the Earth”

by Jules Verne is divided based on orientation, complication and resolution. It

makes the students more understand about the story and know the details of

the cronologies of the story from the beginning until the end of the story.

There are some features of narrative texts which are found in the story.

The elements of the story consist of some parts. Through these

elements we can able to know the strenght of the story. The elements are

found in the story of “Journey to the centre of the Earth” are:

a. Character: main character and minor character.

b. Setting: Setting of place, time, and social.

c. Theme

d. Point of view

86

e. Plot

f. Tone

g. Style

There are possible use the story to teach narrative texts. It can be

motivated the students and make the students more excited to learn narrative

texts. So the teacher use the story “Journey to the Centre of the Earth” by

Jules Verne to teach narrative texts. Teacher uses some methods to teach

narrative texts. They are:

a. Retell the story as turn in group work.

b. Apply the adverbial phrase and adverbial clause in writing activities.

c. The problems may face narrative texts are the students not to understand

well of the story and know the meaning of each word in the story.

B. Suggestion

After getting the result of the study in this research, the writer would

like to give some suggestions in order to improve the reading skill, analyzing

the story in detail, and teaching narrative texts.

1. For the English teaching

In teaching narrative texts, the teachers can use some learning strategies

and make some activities of learning in the classroom for the students. The

teacher have to know and understand the material well especially the story as

a main material in narrative texts to make some explaining to the students

about the meaning, the structures and the elements of the

87

a. story clearly. The teacher also have to enrich the vocabularies in order

the teacher can help the students translate the difficult words in the

story.

b. The English teachers must create the teaching learning process as well

as possible to make the class interesting. For this purpose, the teacher

should be creative in teaching narrative. It can motivate the students to

learn English more.

2. For the students

a. The students should read the story many times to understand the

meaning it well

b. The students have to enrich the vocabularies to improve their English

fluently.

c. The students have to know the structures and the elements of the story

for analyzing the story as a main material.

3. For the readers

a. The readers have to know the analysis of the generic structure and

elements of the story “Journey to the Centre of the Earth” by Jules

Verne.

b. The readers know the possibility of the story to teach narrative texts.

c. The writer hoped that this thesis can motivate the readers to learn

English and improve their knowledge.

88

BIBLIOGRAPHY

Abrams, M.H. 1981. A Glossary of Literature Terms. New York: Holt ReinhardWinson inc.

Anderson, Mark and Kathy Anderson. 1997. Text Type in English. Malaysia:Macmilan.

Biber.1988: 170. Text Type. http//IIt.msu.edu/vol5num3/lee/default.html (March23,2010)

Gerrot and Wignell. 1994. Making Sense of Functional Grammar. AntipondeanEducational Enterprise.

Hornby, AS. 1995. Oxford Advanced Learner’s Dictionary of Current English, 5th

Edition. London: Oxford University.

Kennedy, X.J. 1983. Literature : An Introduction to Fiction, Poetry, and Drama.New York: Mc. Milan education Limited.

Kenney, W. 1966. How to Analyze Fiction. New York: Monarch Press.

Koesnosubroto, S.B. 1988. The Anatomy of Prose and Fiction. Jakarta:

Depdikbud.

Longman. 1992. Dictionary of English Language and Culture. England:

Longman.

Rees, R.J. 1973. English Literature: An Introduction for Foreign Readers.London: Mc.Milan Education Limited.

Wellek, Rene and Warren. 1958. Theory of literature. New York: Harcuutt, Braceand world inc.

BIOGRAPHY OF THE AUTHOR

Jules Verne was born in 1828 in Nantes, France and died in 1905, spending

the majority of his life writing over eighty books. He was born to a father who

was a lawyer and to a mother who came from a family of ship builders and sea

captains. The oldest of five children, Jules was trained in law but was more

interested in writing opera librettos and plays, much to the chagrin of his father.

After his first book was published in 1863, he devoted his life to writing, although

geography and travel remained dominant interests.

Verne had no formal training in science. His passion was geography;

everything else he learned from his reading, which included about fifteen

newspapers a day. He took voluminous notes giving him a good sense of the

emerging knowledge in many fields. He was very modest about his ability to

predict inventions, saying he only extended what was already happening at the

time.

He qualified as a lawyer and wrote several comedies for the theatre before

realizing that his true gift was for what we would now call science fiction. In his

long and busy life he wrote nearly a hundred books, of which the most famous

are: Journey to the centre of the earth, twenty thousand Leagues under the Sea,

and Round the World in Eight Days.

He has some children. The first’s children born to Sophie Henriette Allotte

de la Fuye (1887) and Pierre Verne (1799-1871), Attoney. In the busy maritime

port city and summer spent on the Loire River, Verne was exposed to the comings

and goings of Schonners and ship that sparked his imagination for travel and

adventure. After attending boarding school during which he started to write short

stories and poetry, Verne settled in Paris to study law as his father had done.

However, upon obtaining his degree in 1850, he was much more interested in

theatre, to his father disappointment. Living a bohemian life, he wrote and

collaborated on numerous plays, dramas and operettas including blind man’s bluff

(1852), often collaborating with his friend and musician Jean Louis Aristide

Hignard (1822-1897).

In 1857 Verne married Honorine de Viane Morel (1830-1910), a widow

with two daughters, Suzanne and Valentine and with whom Jules would have one

child, Michel Jean Verne (1961-1925). Michel’s early years were troubled and he

accumulated much debt, which his father later re-paid. While not working at the

stock market, Jules and Honorine traveled much in America, France, and the

British isles during which Verne met fellow authors Alexander Dumas and his

son, and Victor Hugo while his novels had previously been rejected by publishers,

after making the acquaintance of editor and publisher Pierre Jules Hetzel (1814-

1886) Verne’s literary career was launched in 1863.When not living in Amiens,

Picardie, France, Verna and his wife spent much time sailing on his ship the Saint.

Michel. His own adventures sailing to Myriad port in the British, Isles, Portugal,

the Netherland, and the Mediterranean provided much fodder for his short stories

and novels.

In 1886 Verne’s mentally ill nephew Gaston shot him and there after he

walked with a limp. In 1888 Verne was elected councilor of Amiens, a position he

served faithfully for the next fifteen years. After developing diabetes, Jules Verne

died on 24 March 1905. He now rest in La Madeleine cemetery in Amiens,

Picardie, France, a massive marble statue of a man emerging from the earth

reaching toward the sky adorning his grave.

Jules Verne’s novels are exciting and readable adventure stories. However

his genius lies in the fact that he was the first to use science as an aid to fiction; in

doing so he invented a new genre, science fiction. What is equally exciting about

his novels is the way in which he accurately foresaw future developments in

science.

SUMMARY OF THE NOVEL

The story begins on Sunday 24 May 1863, in the Lidenbrock house in

Hamburg, with Professor Lidenbrock rushing home to peruse his latest purchase,

an original runic manuscript of an Icelandic saga written by Snorri Sturluson

("Heimskringla"; the chronicle of the Norwegian kings who ruled over Iceland).

While looking through the book, Lidenbrock and his nephew Axel find a coded

note written in runic script. (This is a first indication of Verne's love for

cryptology. Coded, cryptic or incomplete messages as a plot device will continue

to appear in many of his works and in each case Verne goes a long way to explain

not only the code used but also the mechanisms used to retrieve the original text.)

Lidenbrock and Axel translate the runic characters into Latin letters, revealing a

message written in a seemingly bizarre code. Lidenbrock attempts a

decipherment, deducing the message to be a kind of transposition cipher; but his

results are as meaningless as the original.

Professor Lidenbrock decides to lock everyone in the house and force

himself and the others (Axel, and the maid, Martha) to go without food until he

cracks the code. Axel discovers the answer when fanning himself with the

deciphered text: Lidenbrock's decipherment was correct, and only needs to be read

backwards to reveal sentences written in rough Latin. Axel decides to keep the

secret hidden from Professor Lidenbrock, but after two days without food, he

cannot stand the hunger and reveals the secret to his uncle. Lidenbrock translates

the note, which is revealed to be a medieval note written by the (fictional)

Icelandic alchemist Arne Saknussemm, who claims to have discovered a passage

to the centre of the Earth via Snæfellsjökull in Iceland. The deciphered message

reads:

The Runic cryptogram

In Snefflls [sic] Iokulis kraterem kem delibat umbra Skartaris Iulii intra

kalendas deskende, audas uiator, te [sic] terrestre kentrum attinges. Kod feki. Arne

Saknussemm.

In slightly better Latin, with errors amended:

In Sneffels Joculis craterem, quem delibat umbra Scartaris, Julii intra

kalendas descende, audax viator, et terrestre centrum attinges; quod feci. Arne

Saknussemm

which, when translated into English, reads:

Descend, bold traveler, into the crater of Snæfellsjökull, which the shadow

of Scartaris touches (lit: tastes) before the Kalends of July, and you will attain the

centre of the earth; which I have done. Arne Saknussemm

Professor Lidenbrock is a man of astonishing impatience, and departs for

Iceland immediately, taking his reluctant nephew with him. Axel repeatedly tries

to reason with him, explaining his fears of descending into a volcano and putting

forward various scientific theories as to why the journey is impossible, but fails to

make Professor Lidenbrock see his point of view. After a rapid journey via

Lübeck and Copenhagen, they arrive in Reykjavík, where the two procure the

services of Hans Bjelke (a Danish-speaking Icelander eiderdown hunter) as their

guide, and travel overland to the base of the volcano. In late June they reach the

volcano, which has three craters. According to Saknussemm's message, the

passage to the centre of the Earth is through the one crater that is touched by the

shadow of a nearby mountain peak at noon. However, the text also states that this

is only true during the last days of June. During the next few days, with July

rapidly approaching, the weather is too cloudy for any shadows. Axel silently

rejoices, hoping this will force his uncle to give up the project and return home.

On the last day, though, the sun comes out and the mountain peak shows the

correct crater to take.

The travelers discover a giant cave filled with prehistoric mushrooms.After

descending into this crater, the three travelers set off into the bowels of the Earth,

encountering many strange phenomena and great dangers, including a chamber

filled with combustible gas, and steep-sided wells around the "path". After taking

a wrong turn, they run out of water and Axel almost dies, but Hans taps into a

neighboring subterranean river. Lidenbrock and Axel name the resulting stream

the "Hansbach" in his honor and the three are saved. At another point, Axel

becomes separated from the others and is lost several miles from them. Luckily, a

strange acoustic phenomenon allows him to communicate with them from some

miles away, and they are soon reunited. After descending many miles, following

the course of the Hansbach, they reach an unimaginably vast cavern. This

underground world is lit by electrically charged gas at the ceiling, and is filled

with a very deep subterranean ocean, surrounded by a rocky coastline covered in

petrified trees and giant mushrooms. The travelers build a raft out of trees and set

sail. The Professor names this sea as the Lidenbrock Sea. Whilst on the water,

they see several prehistoric creatures such as a giant Ichthyosaurus, which fights

with a Plesiosaurus and wins. After the battle between the monsters, the party

comes across an island with a huge geyser, which Lidenbrock names "Axel

Island". A lightning storm again threatens to destroy the raft and its passengers,

but instead throws them onto the coastline. This part of the coast, Axel discovers,

is alive with prehistoric plant and animal life forms, including giant insects and a

herd of mastodons. On a beach covered with bones, Axel discovers an oversized

human skull. Axel and Lidenbrock venture some way into the prehistoric forest,

where Professor Lidenbrock points out, in a shaky voice, a prehistoric human,

more than twelve feet in height, leaning against a tree and watching a herd of

mastodons. Axel cannot be sure if he has really seen the man or not, and he and

Professor Lidenbrock debate whether or not a proto-human civilization actually

exists so far underground. The three wonder if the creature is a man-like ape, or an

ape-like man. The sighting of the creature is considered the most alarming part of

the story, and the explorers decide that it is better not to alert it to their presence as

they fear it may be hostile.

The travelers continue to explore the coastline, and find a passageway

marked by Saknussemm as the way ahead. However, it is blocked by what

appears to be a recent cave-in and the three despair at being unable to hack their

way through the granite wall. The adventurers plan to blast the rock with gun

cotton and paddle out to sea to escape the blast. Upon executing the plan,

however, they discover that behind the rock fall was a seemingly bottomless pit,

not a passage to the center of the earth. The travelers are swept away as the sea

rushes into the large open gap in the ground. After spending hours being swept

along at lightning speeds by the water, the raft ends up inside a large volcanic

chimney filling with water and magma. Terrified, the three are rushed upwards,

through stifling heat, and are ejected onto the surface from a side-vent of a

volcano. When they regain consciousness, they discover that they have been

ejected from the active volcano on the Isle of Stromboli. They return to Hamburg

to great acclaim — Professor Lidenbrock is hailed as one of the great scientists of

history, Axel marries his sweetheart Gräuben, and Hans eventually returns to his

peaceful life in Iceland. The Professor has some regret that their journey was cut

short.

At the very end of the book, Axel and Lidenbrock realize why their compass

was behaving strangely after their journey on the raft. They realize that the needle

was pointing the wrong way after being struck by an electric fireball which nearly

destroyed the wooden raft.

His mother, Elizabeth, prepares to move to Canada. She gives a box to

Trevor that belonged to his missing brother, Max, and Trevor finds a book with

references to the last journey of his brother. He decides to follow the steps of Max

with Sean and they travel to Iceland, where they meet the guide Hannah

Ásgeirsson. While climbing a mountain, there is a thunderstorm and they protect

themselves in a cave. However, a lightening collapses the entrance and the trio is

trapped in the cave. They seek an exit and falls in a hole, discovering a lost world

in the center of the Earth.

Snæfellsjökull.

JULES VERNE