i  

THE ANALYSIS OF MORAL VALUES FOUND IN NATHANIEL HAWTHORNE’S SHORT STORY

“THE GOLDEN TOUCH” AND ITS APPLICATION IN ENGLISH

LANGUAGE TEACHING

A THESIS

Submitted in partial Fulfillment of the Requirements To Acquire Sarjana Pendidikan Degree in English Education Program

of Teacher Training and Education Faculty Muhammadiyah University of Purworejo

Fanni Yasa 102120300

  

ENGLISH EDUCATION PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY

MUHAMMADIYAH UNIVERSITY OF PURWOREJO

2014

ii  

APPROVAL SHEET

THE ANALYSIS OF MORAL VALUES FOUND IN NATHANIEL

HAWTHORNE’S SHORT STORY “THE GOLDEN TOUCH”

AND ITS APPLICATION IN ENGLISH LANGUAGE TEACHING

A THESIS

FANNI YASA 102120300

This thesis has been approved to be defended in front of the Team of

Thesis Examiners

Approved by:

Consultant I

Ismawati Ike N., S.S., M.Hum NIP. 19790610 200501 2 002

Consultant II

Semi Sukarni, M.Pd NIDN. 06 2405 7001

The Head of English Education Program

Semi Sukarni, M.Pd NIDN. 06 2405 7001

iii  

RATIFICATION SHEET

THE ANALYSIS OF MORAL VALUES FOUND IN NATHANIEL

HAWTHORNE’S SHORT STORY “THE GOLDEN TOUCH”

AND ITS APPLICATION IN ENGLISH LANGUAGE TEACHING

A THESIS

FANNI YASA 102120300

This thesis has been defended in front of the team of Thesis

Examiners Teacher Training and Education Faculty Muhammadiyah University of Purworejo

On the date of:August, 13th 2014

The Board of Examiner Signature

First examiner :Titi Rokhayati, M.Pd (………………)

Second examiner : Zulia Chasanah, S.S, M.Pd (……………....)

Third examiner : Ismawati Ike N., S.S., M.Hum (………………)

Purworejo, August 2014

The Dean of the Teacher Training and Education Faculty

 

 

Drs. H. Hartono, M. M. NIP.19540105 198103 1 002

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STATEMENT

Here by I who signed in the following:

Name : Fanni Yasa

NIM : 102120300

Faculty : Teacher Training and Educational Faculty

Department : English Education Programe

clarifies that the thesis The analysis of Moral Values Found in Nathaniel Hawthorne’s

Short Story “The Golden Touch” and Its Application in English Language Teaching.

Purworejo, 25 July 2014

The researcher

Fanni Yasa

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MOTTOS

God never changes people’s fate, only if they try to change themselves.

( Ar-Radu: 11)

Those that know, do. Those that understand, teach.

( Aristotle)

You have to endure caterpillars if you want to see buterfly

( Antoine de saint)

Don’t critize what you can’t understand

( Bob Dylan)

They can do because they think they can do

( The writer)

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DEDICATION

This thesis is lovely dedicated to:

My beloved parents, Mom, and Dad. Thanks for your love, support, prayer,

attention and motivation. No words to describe your kindness. It is the worthies

grace to be your daughter.

My lovely brother, Thanks for your support and prayer.

All of my family My aunt Ngatmiatun, Sri Nur, Uncle Warman, Amat

Romadhon, Mrs. Endang, Adib, Dika, Nabila, Puput, Santi Febrianti, Rita

Purwanti and Mrs. Cucu Supiyati. Thanks for your support. I love you all.

My beloved friends in Muhammadiyah University of Purworejo Indri, Deka,

Atikhah, Fifi, Dwi, Zana, Titi, Tiwi. Thanks for being inspiring friends, thanks

for your support, thanks for accompany me in happy or sad. I will miss

everything that we have done for about 4 years.

My friends in Humorous Class (PBI H) of English Department. Thanks for

being nice friends. The last four years have been quite an experience and you

have all made it memorable time in my life. I love you all.

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ACKNOWLEDGEMENT

Alhamdulillahirobbil’alamin, the perfect word in the world, is the only word

which can be said by the researcher to express gratitude to Alloh SWT. He have given

strength, guide, bless and ability to the researcher in finishing this thesis, so she can

fulfill a requirement for obtaining the Sarjana Pendidikan Degree.Finally, on a

personal note, she wants to say another huge thank you to:

1. Drs. H. Supriyono, M.Pd., as the Rector of Muhammadiyah University of

Purworejo.

2. Drs. H. Hartono, M.M., as the Dean of the Faculty of Teacher Training and

Educational Sciences.

3. Semi Sukarni, M.Pd., as the Head of English Department.

4. Ismawati Ike N, S.S,M.Hum., thanks for being so patiently supportive consultant.

5. All of the dedicated lecturers of English Department who have shared knowledge

and experience during my study at English Department.

6. Everyone who has supported the researcher.

The researcher knows that this thesis is far from being perfect, she invites

critics and comments for this thesis. However, there is a little hope that this thesis will

be as a reference for the improvement of English teaching and learning of

Muhammadiyah University of Purworejo.

Purworejo, 25 July 2014

The researcher

Fanni Yasa

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TABLE OF CONTENT

Cover ……………………………………………………………………… ......... i

Approval Sheet ……………………………………………………………. ........ ii

Ratification Sheet …………………………………………………………. ...... iii

Clarification Letter ………………………………………………………... ....... iv

Motto ....................................................................................................................... v

Dedication …………………………………………………………. .................. vi

Acknowledgment .................................................................................................. vii

Table of Content .…………………………………………………………. ........ viii

Abstract ................................................................................................................... x

CHAPTER I INTRODUCTION

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

B. Identification of the Problem...…………………………………… ........... 5

C. Limitation of the Problem…………………………………………… ....... 5

D. Statements of the Problem .......................................................................... 6

E. Objective of the Study..………………………………………. ….. .......... 6

F. Significance of the Study ………………………………………… ........... 6

CHAPTER II REVIEW OF RELATED LITERARY

A. Previous Study ......................................................................................... 12

B. Definition of Literature ............................................................................. 13

C. Definition of Narrative Text ..................................................................... 14

D. The Intrinsic Elements of Short Story ...................................................... 15

E. Moral Values ............................................................................................. 26

F. Teaching English Using Narrative Text ................................................... 28

G. Teaching English Literature ...................................................................... 29

H. Synopsis of the Story ................................................................................ 31

I. Biography of the Author ........................................................................... 32

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CHAPTER III RESEARCH METHODOLOGY

A. Research Design ……………………………………………. ................ 33

B. Data Source ……………………………………………………. ............ 34

C. Research Instrument ............................................................................... 34

D. Data collection ......................................................................................... 35

E. Data Analysis ............................................................................................ 35

CHAPTER IV FINDINGS AND DISCUSSION

A. Intrinsic Element of the Story ................................................................. 38

B. Discussion ………………………………………………………… ....... 41

C. The Application of Short Story “The Golden Touch” by Nathaniel

Hawthorne’s in English Language Teaching ......................................... 51

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ………………………………………………………… ....... 57

B. Suggestion ………………………………………………………… ........ 58

Bibliography

Appendixes

 

 

 

 

 

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ABSTRACT

Yasa, Fanni.2014. The analysis of Moral Values Found in Nathaniel Hawthorne’s Short Story “The Golden Touch” and Its Application in English Language Teaching. English Department Faculty of Teacher Training and Education Faculty Muhammadiyah University. Consultant Ismawati Ike N, S.S,M.Hum.

Reading a story gives us a pleasure, because we will get enjoyment from reading it. We can learn about the vocabulary, grammar, structure of the sentences and the culture of the story we are reading. We can get the moral values from reading the story. It will be very useful for us in making our behavior and our attitude in real life. This thesis entitled The analysis of Moral Values Found in Nathaniel Hawthorne’s Short Story“The Golden Touch” and Its Application in English Language Teaching. The purpose of this thesis is to find out and analyze the moral values shown in the story “ The Golden Touch “ and the application in English Language Teaching.

The object of this study is a story entitled “ The Golden Touch “. The study is classified as a qualitative research. So, the technique of gathering data includes reading story, identifying, analyzing, and giving comment on the content of the story . The researcher describes the intrinsic elements, e.g plot, setting, characters and find out the moral values of the story. The researcher uses the library to have some references in making this thesis. It includes books, articles, citation and other thesis with the same theme.

The result of the research showed that the main character was King Midas, and the supporting character were Marygold and The Stranger. There are some moral values found in this story. There are the good, the noble, richness of experiences and purity. For the positive moral found moral values that represent love, care, responsibility, wise, regretful, self-confidence. For negative moral values found arrogant, greedy, gripe and avaricious. The researcher hopes that the teacher and the students can learn English by reading this short story. From the moral teaching,the short story can be used as a guide to a better understanding in real situation.

Keywords : Moral values,Nathaniel Hawthorne, The Golden Touch, short story

 

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CHAPTER I

INTRODUCTION

The first chapter consist of background of the study, reasons for

choosing the topic, limitation of the problem, problem statement, the

objectives of the study, significance of the study, definition of term and thesis

organization.

A. Background of the Study

English as international language becomes an important part in

international society as a tool to communicate with other people from

many countries. It makes people around the world have begun to learn

English in context of using it as a tool to communicate or as a study to

learn the whole parts of language.

Learning a language is not only learning the structure of language

such grammar, vocabulary and pronounciation, but also learning its

custom, traditions and also literature as the reflection of the society.

English as international language has an important role in influencing

other countries in many parts of human life around the world in many

ways. One of them is in literature. Many literary work of non-English

country have been being translated into English. It makes literary work

from many non-English country can be read by many people around the

world and also as a way to introduce the customs, manner, traditions, ect.

Of a country through literary work to international society.

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Literature has become a part of society and a reflection of society’s

condition in which shows and gives evident of development of the society

over the time through literary works, we can find many parts which build

up the language such as the history, social condition, customs, manners,

traditions and also the structure of the language itself through the

sentences and word inside.

The definition of literature may be very broad and vague. Concept

of literature can also change over time. Generally, people have their own

definitions or ideas about what literature is. According to Risdianto

(2012:4), literature can be defined broadly as any written material and it is

divided into informative literature and imaginative literature. The former

mainly gives information while the later provides entertainment. However,

the term of literature is commonly used as a term to refer to works of

creative imagination or it can be said as imaginative literature.

Rees (in Risdianto, 2012:5) defines literature as writing which

express and communicates thoughts, feelings and attitudes toward life.

Literature also expresses emotions, passion and experiences of the authors.

Many people try to live and express their imaginations, feelings, ideas and

thoughts through literature where they cannot live them in the real world.

Literature, as tool to express whatever people’s creation, imagination,

desire etc., must have element of entertaining because the purpose of

literature as imaginative and fictitiouswork is for giving pleasure.

Literature also reflects the phenomena, situations, and experiences of

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people as a reflection of many aspect of human life. Literature may be

influenced by society and culture, and sometimes can also give influences

to both of them. The closeness of literature to life as the reflection of

human life’s experiences makes literature should have moral purposes.

Various aspect of human life in the story are usually conveyed

through the characters in the story. They play important roles as the

representation of the author’s through following the character’s experience

in the story. In the story, the characters interact one another through

conversation and action. Through the characters, the author intends to

share and express his mind, feeling, imagination, and experience to the

reader. The characters themselves are the realization of what the author

concerns about. One of the authors concerns is about morality. It refers to

the fact that morally, one needs to become a good person for himself and

others. Morality becomes one of the authors’ concerns, can be found in the

story indirectly. It means that the autor will rarely state clearly what he or

she wants to say related to moral value. It seems that authors will always

hide the moral value of the story in the story itself. Therefore , readers

need to figure it out through reading and analysis. And after that, the

author hopes that the reader can find some moral lessons throughout the

story, and more specifically through character’s life and experience. It is

worth noting that one cannot get the essence of moral values from the

characters in the story without involving the sense of responsibility of him.

One must also consider whether his or her action is recognized as

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responsible act or not. The action of the person cannot be considered as a

responsible action if it is not based on his or her own conciousness. Self –

consciousness is actually similar to what Kant also said,”Autonomy is thus

the basis of the dignity of both human nature and every rational nature. It

can be said that if someone acts based on oppression or someone else’s

order without knowing what it is for,his or her action is not purely from

his or her conciousness. The Golden Touch written by Nathaniel

Hawthorne exhibits a remarkable moral experience of human beings. It

reflects a moral lesson through the development of The King Midas’s

character. Here, In short story “The Golden Touch” we can get many

moral values. Example of quote that shows it is:

“Gold is not everything,” answer Midas. “And I Have lost all that my

heart really cared for” (page: 23)

The quotation above teaches us that Gold or Money is not

everything. Even happiness cannot measure of money. King Midas

realizes that Gold cannot make him happy. So, the conclusion is a

beautiful literary work not only cause by his good language, but also in

a value that contained at the literary work itself. Consequently there are

many lessons and values that can we taking from short story “The Golden

Touch”. The author gives good messages to the reader that can be applied

in life. Based on the explanation above, the formulate title of this

research is “The analysis of Moral Value Found in Nathaniel Hawthorne’s

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short story “The Golden Touch” and Its Application in English Language

Teaching”.

B. Reason for Choosing the Topic

The researcher wants to explore moral lesson reflected in the story

of Nathaniel Hawthorne’s short story The Golden Touch. The researcher

focused the study on moral value. The researcher wants to analyzed the

moral lessons in the short story. The researcher chooses Narrative Text

The Golden Touch as the object of the study because this short story can

give moral lessons in life. The researcher is interested in analyzing the

moral lessons as reflected in this short story. This research may give a

reference in analyzing a literary work for the students in context of

language learning and give advantages in improving some technical word

related to character development in context of language teaching and

learning. This research may also support to develop the material in

studying literature in other to teach English through literary works and

give reference how to analyze literary works.

C. Limitation of the Problem

In this thesis, the researcher would like to discuss just two

problem. There are the moral values of short story “The Golden Touch”

and the application in English language teaching. The researcher wants to

show the moral values of the short story entitled “The Golden Touch” and

the application in English language teaching. It is very good for the reader

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of the thesis to know the moral values of the story and how important it is

for us to learn.

D. Problem Statement

According to the background the writer explain above, there are

two problems, which are formulated in this study. Those problems are as

follows:

1. What are the moral values of the short story The Golden Touch ?

2. How do we apply this short story in English language teaching ?

E. The Objectives of the Study

There are two objectives of the study, which are generally intended

to find out the answers of the formulated problems. Based on the problems

above , the purposes of this study are to find out the answers to the

problems, as follows :

1. To describe the moral values of the short story.

2. To describe the application of this short story in English language

teaching.

F. Significance of the Study

The research hopes that this research will give advantages to

everyone who concern and interested in literary study because learning

literature of a language is a way to learn a language as a whole. The

researcher expect that this study will enrich the readers’ knowledge and

give more understandings and references in analyzing literary works,

especially in Narrative text analysis using theory of moral. This research

7  

may also improve the writing, vocabulary and reading skills. In order to

improve the language learning. This research is expected to give reference

and develop teaching material in context of literary study.

G. Definition of Terms

To avoid misunderstanding, which may occur in this thesis, the

researcher will give some definition of the terms in this thesis.

1. Analysis

Analysis is the detailed study or examination of something in

order to understand more about it;the result of the study (Hornby,2005:49).

The study of such constituent parts and their interrelationships in making

up a whole.

2. Moral

Moral is concerned with principle of right or wrong behaviour.

Moral is a teaching or exhibiting goodness or correctness of character and

behavior

3. Values

Values are beliefs about what is right and wrong and what is

important in life.

Values is quality of being useful or desirable; the worth of

something when compared with something else.

4. Narrative Text

Narrative is one of the most commonly read, though least

understood of all the genres. Because narrative has been and continues to

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be such a popular genre, there is a belief that it is a genre that students

‘pick up’ and write ‘naturally’. Story-writing therefore has been prominent

as a means of naturally inducing students into the intricacies and

idiosyncrasies of the English language. Narrative does not have, for

example, a singular generic purpose as do some of the other genres. We

cannot say that narrative is simply about entertaining a reading audience,

although it generally always does so. Narrative also has a powerful social

role beyond that of being a medium for entertainment. Narrative is also a

powerful medium for changing social opinions and attitudes. Think about

the way that some soap operas and television dramas use narrative to raise

topical social issues and present their complexities and different

perspectives in ways that are not possible in news reports and current

affairs programs. Narrative is also a ‘big’ or macro genre in that it can

easily accommodate one or more of the other genres and still remain

dominant. Countless books have been written about narrative and it is

outside of the scope to deal with anything more. ( Knapp and

Watkins,2005:220).

5. Main Character

Main character or major character is a main or important character;

a character who plays a large role in a story. Main characters usually face

some of obstacle, and they will be present throughout all, or almost all, of

a story. A story may have only one main character or more.

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(http://www.scholastic.com/scopemagazine/PDFs/SCOPE-Library-

LiteraryTerms.pdf. Accessed on March 25th, 2014).

6. Nathaniel Hawthorne

Born 4 July 1804 in Salem, Massachusetts, Nathaniel Hawthorne

(who added a "W" to the family name) was the middle child of Nathaniel

and Elizabeth Manning Hathorne, who also had two daughters, Elizabeth

and Louisa. Young Nathaniel was a descendant of Puritan settlers in Salem

and the adjoining communities. His father, captain of a ship, died in 1808

in Surinam (Dutch Guiana) of yellow fever. Lacking funds to maintain her

own household, Elizabeth Manning Hathorne retreated to her parents'

home and looked to her Manning relatives for support. Reclusive by

nature, she remained a widow, living in Salem except for the years she

removed her family to Raymond, Maine, where her brother built her a

house and where Nathaniel "ran quite wild" as he skated, fished, and

hunted. He was written many books and short story, one of them is The

Golden Touch. When he became a writer, he produced little creative work

while holding down jobs in a customhouse or in a consular office).

(http://xroads.virginia.edu/~ma01/lisle/dial/hawthorne.html. Accessed on

March 25th, 2014).

7. Application

The act of putting something to a special use or purpose:an

application of a new method.

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8. English

English is the English language English describes the language of

United States and England. (adjective) English is the language spoken

by people of England and the United Stated. (noun)

English is also hugely important as an international language and plays

an important part even in countries where the UK has historically had

little influence.

9. Language

Language is a statement that captures the key feature of a concept

(Brown, 2007:5)

Language is the system of communication in speech and

writing that is used by people of particular country. (Oxford

Advanced Learner Dictionary, 2000:752)

10. Teaching

Teaching is showing or helping someone to learn how to do

something, giving instruction, guiding in the study or something,

providing with knowledge, causing to know or understand. (Brown,

2007:8).

H. Thesis Organization

This thesis is divided into five chapters. Each chapter contains

different topic.

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Chapter I : this chapter introduces the thesis. It consist of background

of the study, reason for choosing the topic, limitation of the

problem, problem statement, the objective of the study,

significance of the study, definition of the term and thesis

organization.

Chapter II : this chapter is the review of related literature. In this

chapter, there are some theorist in analyzing the object of

the research to strengthen the analysis itself.

Chapter III : this chapter presents research method which consist of

research design, research data,research data collection and

research data analysis.

Chapter IV : this chapter presents the process of analyzing the object

of the research. It consists of research findings and

discussion.

Chapter V : this chapter presents the research conclusion and put some

suggestion based on the research findings and discussion.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with the review of related literature which consists

of previous study of the other researches and some theories which are relevant

to support the analysis of this research.

A. Previous Study

In this research, the researcher would like to analyze the moral

values of short story The Golden Touch entitled "The analysis of Moral

Value Found in Nathaniel Hawthorne’s Narrative Text “The Golden

Touch” and Its Application in English Language Teaching". To convince

the originality of the other researches which had close relationship would

be presented by the researcher. The first research was a graduating thesis

entitled “The Analysis of Moral Values in the film entitled " Sense and

Sensibility" adapted from Jane Austen's Novel and its Application in

English Language Teaching” which was written by Suci Lestari from

Muhammadiyah University of Purworejo. She discovered that by learning

literature the readers could comprehend the moral values such as

responsibility, kindness, attention, and good understanding. She also

attempted to analyze its applications in language teaching. The second

research was written by Widiastuti from STAIN Salatiga entitled

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“The Moral Values in Novel Ketika Cinta Bertasbih”. She pointed out

some moral values which were beneficial for character building such as

responsibility,dedication, strength, optimism, faith, bravery, and so on. In

additions, she other found aspects of the novel such as the comprehension

about culture, religion, economic, and ethic which were favourable to

grasp the meaning of the moral education.

Besides those two researches, the writer reviewed the study

authorized “ An Analysis of Moral Values and Language Style Found In

Ed Wallace’s Short Story “A Case Suspicion and Its Contributions to

Extensive Reading”, written by Hasan Ashari from STAIN Salatiga. He

investigated that through a novel, the readers were able to gain knowledge

about moral values such as people should be obliged to do something or

care for someone, should be having good manners, should assist each

other. Moreover, by studying structure of the sentence as well as dictions

and figure of speech or an expression used for effect rather than literally,

we could advance our vocabulary when found the difficult or new words.

B. Definition of Literature

Literature is one of the great creative and universal means of

communicating the emotional, spiritual, or intellectual concerns of

mankind.Like good music and art, good literature is characterized by

imagination, meaningfulness of expression, and good form and technique.

Literature may instruct and inform, entertain, express personal joy or pain,

reflect religious devotion, glorify a nation or hero, or advocate a particular

14  

point of view whether it be political, social or aesthetic. Other forms of

literature, such as the drama or play, are designed to be seen and heard in a

communal setting.

In making a classification of literature, Conolly (1995:1) mentions

three characteristics of literature. First, that literature has power. The use

of language in certain way influences the reader‟s mind. Second, literature

is also vivid. By the power of written work, it makes us hear, makes us

feel, and makes us see, because language in literature guides us to hear, to

feel, and to see everthing in those written words. Third, the language of

literature is clear. To clarify this, the writer uses a passage describing a

character; it is clear that the writer clarifies character in his definition of a

person by showing what he or she does, why he or she does it, and what he

or she will never do.

Literature is a creative and imaginative work, which expresses

social life based on experience, knowledge,opinion and interpretation

about events or persons . Literature is closely related to art, feeling,

mentality and belief. A good literary work will never be boring and the

readers will not be bored to read it.

C. Definition of Narative Text

Narrative texts “bring a world to the mind (setting) and populates it

with intelligent agents (characters). These agents participate in actions and

happenings (events, plot), which cause global changes in the narrative

world. Narrative is thus a mental representation of causally connected

15  

states and events that captures a segment in the history of a world and of

its members.”

A narrative is some kind of retelling, often in words (though it is

possible to mime a story), of something that happened (a story). The

narrative is not the story itself but rather the telling of the story -- which is

why it is so often used in phrases such as "written narrative," "oral

narrative," etc. While a story just is a sequence of events, a narrative

recounts those events, perhaps leaving some occurrences out because they

are from some perspective insignificant, and perhaps emphasizing others.

In a series of events, a car crash takes a split second. A narrative account,

however, might be almost entirely about the crash itself and the few

seconds leading up to it. Narratives thus shape history (the series of events,

the story of what happened).

(http://www.units.miamioh.edu/technologyandhumanities/nardef.htm.

Accessed on April 5th 2014)

D. The Intrinsic Elements of Short story

A literature has elements to support it, for example intrinsic

elements. Intrinsic elements in literature consist of : theme, plot, setting,

point of view, conflict and character and characterization.

(Nurgiyantoro:2002)

16  

1. Theme

Theme is the meaning of the story or the ideas and values that a

literary work expresses. A theme is also called the heart of a story. By

theme we mean the necessary implication of the whole story, not a

separable part a story. The theme of a story is whatever general idea or

insight the entire story reveals. In some stories the theme is unmistakable.

Theme is the total meaning discovered by the writer in the process of

writing and by readers in the process of reading.

Theme is something that has traditionally concerned by the writers

and that therefore is a legitimate concern of readers. In literature, a theme

is seldom so obvious. Theme is not the moral, the subject, but it is not

hidden and it is not illustrated. Theme is the meaning of what the story

releases and it maybe the meaning the story discovers.

According to Nurgiyantoro (2002:82-83), there are two kinds of

theme in a literary work. Those are major theme of story which become a

general basic idea of the story, and minor theme only exists in part of the

story. In the simplest definition, theme is the meaning of the story, central

idea or the basic story ( Sayuti,1998:82). Theme is the central idea of

literary work, usually expressed as generalization observation about

people or the world we live in a theme may be stated or implied.

17  

2. Plot

Plot is important elements of fiction or literary work, even most of

the people consider it as the important element among the other element of

film, such as characterization, theme, point of view.

Aristoteles says that plot is the soul of tragedy. The plot is the soul

of a story. It may be the soul of fiction. In narrative work, it is the structure

of its action. It is the outline of the story. It is the arrangement of important

event and problems to the story. The plot is very important in a film,

because without plot, a work can‟t be considered as a play.Plot in the story

has role as the tale teller, which becomes concerned with the relationship

among the events and problems to be resolved that are implicit in those

events. Plot is the highest important of film in expressing the meaning of a

work. The plot in a dramatic work is the structure of its action. The plot

contains conflicts and messages. Such as plot relationships are most

commonly those causes and effects.

Plot is divided into five parts.They are exposition, rising action,

climax,faling action,and resolution.(http://education-plot.html)

a. Exposition

An exposition is a kind of introduction. It is the opening part which

introduces the main character and tells the readers what happened before

the story opens, and provides any other backgrounds information that the

readers need to understand the contents of the events.

18  

b. Rising Action

The character begin an action after a condition which makes the

characters feels confused. It is the considered the interplay between the

characters and the events which build up the reader‟s attention and

develop a problem out of the original situation of the story.

The rising action is beginning part of conflict. The character feels

confused with an event or condition, and this builds their actions to get rid

of the confusion.

c. Climax

A conflict is followed by climax. So that, we can say that a climax

is the culmination point of a conflict. The climax usually brings the main

characters to the decisive moment in which the characters will find out the

best way to solve the problems.

d. Falling Action

After the climax, there is falling action. The main character have

found out the way to solve his or her problems and they come to a point

where there is no problems anymore, and the story comes to its end

without any troubles on the way. The falling action occurs when the plot

moves toward its appointed conclusion.

e. Resolution

The main character has been succesfull in solving his or her

problem in the last events of the story and this results in a happy or sad

ending.

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3. Setting

The setting of a film/ story can be defined as the background of

where and when particular events occur (Kenney,1996:38). The setting

may be described specifically by the narrator or one of the characters, or

maybe suggested through dialogue and action. A realistic setting- whether

in the past, present, or future- lends an air credibility to the characters and

action, deicted in a story. The setting helps to limit the expectation of a

reader (only certain actions are possible in a given time and place), may

serve to create an appropriate atmosphere for the event of a story, and may

be vital to the development of the plot or the revealing of character.

Setting is the element of fiction which reveals where and when of

the events occur. All actions in life and literary works happen somewhere

in place and time, and in literary work the feature of place and time,

whether they are clear or vague, prominent or faint, important or

unsignificant, constitute setting.

Setting is the place where the characters move and live. In a

narrow sense, it means the particular place and time or condition in which

actions take place. Place is all the physical details of a particular scene;

color and lighting, style of clothing, furniture,drapes, items on tables and

desk, or feature of vegetation, weather, etc. In a wide sense, it means the

whole geographical area, the time in history and the social and economic

environment in which events take place.Time is particular scene; it would

20  

include all references to time of day, season of the year, or point in a

person „s life or a group association. Some reason of using setting are :

a. To strengthen the beliefs towards the character and his movement and his

attitude. Usually, an author describes a setting clearly in order to be

remembered easily.

b. To relate with the whole meaning and eneral meaning of the story.

c. Setting can work for certain and specific meaning rather than create a

useful atmosphere.

4. Point of View

Point of view is the technique that is used by the author to find and

tell the meaning of his artistic works to the people. Point of view is the

way a story is told. A story is usually told by a character in the story, an

“I”, by an anonymous person outside the story. The author‟s choice of

narrator determines the amount of information that will be given to the

readers. The principal point of view are first person and third person.

Within these two broad categories, the following types of narration may be

found :

a. First Person Subjective

The narrator is the major or minor character in story who report

the events as if they had just happened and who appears to be anaware

of the full meaning of the events. The readers knows more than

narrator.

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b. First Person Detached

The narrator is a major character in the story who recalls the

events from the vantage point of maturity. He has had time to reflect

on the meaning of events.

c. First Person Observer

The narrator is a minor character in the story who plays the

roles of eyewitness and confidant. His sources of information are what

he hears and sees and what the main character tells him.

d. Third Person Omnicient

The narrator is an anonymous person outside the story who

plays an all knowing role. He not only reports what the characters do

and say but also enters the minds of the characters and comments on

their actions.

e. Third Person Objective

The narrator is an anonymous person outside the story who report only

what the characters do and say. (http://education-point of view.html ).

5. Character and Characterization

Character is a personage in narrative or dramatic work; also kind of

prose sketch briefly describing recognizable type of personal

(Baldic,1996:63). Meanwhile, Hornby (2005:186) states that character is

person in play, novel etc.

According to Robert, as quoted by Erlin , (2011:25), in literature a

character is a verbal representation of human being as presented to us by

22  

author through the depiction of action, conversations, descriptions,

reactions, inner thoughts, and reflections, and also through the author‟s

own interpretive commentary that collectively make up human

personalities.

E.M Forster divides characters into some parts. They are :

a. Flat and Round Character

A flat character is one who has one characteristic and one only. It

is usually a minor actor in a play or novel in which he or she appears, but

not always so. A truly flat character’s behavior is always obviously

consistent with his or her single trait. Round character is just the opposite.

It encloses a number of qualities and traits, and it has complex

multidimensional character of considerable intellectual and emotional

depth. In fiction major characters are usually round characters.

b. Major and Minor character

Major character is the most important one is term of plot. He or she

often appears in the story. In fiction a major character is usually a round

character, whereas minor characters are those who support the major

character they usually are flat characters.

c. Static and Dynamic character

Characters in a fiction can be distinguished on the basis of whether

they demonstrate the capacity to develop or change as the result of their

experiences. Dynamic characters show a capacity to change, but static

characters do not. A change in character may come slowly and insert over

23  

many pages ad chapters or it may take place with a dramatic suddenness

that surprises, and even overwhelms the character. Dynamic characters

include the protagonist in most novels.

Static characters may give the plot as they enter it largely

untouched by the events that have taken place. Although static characters

tend to be minor characters because the authors‟ principal focus is also not

always the case.

A character may be drawn with a few marked personality traits or

with a complex collection of them. According to Ben Johnson’s in “

Comedies of Humors”, each character has a single dominant trait. This

approach was carried to extreme result on caricature. Usually the major

characters in a work of fiction tend to be “ round characters” according to

E.M Forster, while minor ones tends to exhibit only a few dominant traits.

A character may also be either static, showing little change, or

dynamic, that is significantly affected by the events of the narrative. Most

novels and full – lenght plays concern with the development of dynamic

characters.

In addition, we find two types of character figure. They are:

a. Protagonist

A protagonist character is a character that has a reflection of norms

and ideal value for us ( Alterbernd and Lewis in Nurgiyantoro, 2002 :179).

Protagonist is the major character, which is central in the story. The

24  

protagonist is usually easy enough to identify. This character brings the

plot of the story, and this plot is brought with his wish.

b. Antagonist

An antagonist is a character apposing to the protagonist character

directly or indirectly, physically or mentally. He or she also creates a

conflict in a story. Antagonist is a character who is being the enemy that

making conflict. Antagonist is the opposite of protagonist, the character,

who tries to interfere with the protagonist’s wish, which then arises the

conflict. The antagonist can be somewhat more difficult to identify,

especially if he is not a human being. Character is the whole personality,

and then the characterization is he deliberate selection or invention of

features that makes to create a character. A character then is presumably

an imagined person who inhabits a story, although that simple definition

may admit to a few exceptions.

Characterization, in literature, is the presentation of the attitudes

and behaviors of imaginary persons in order to make them credible to the

author’s audience. Characterization is a unique feature of such fictional

forms as the short story, drama, and narrative poetry. Critics regard good

characterization as an important criterion of excellence in fiction.

According to ( Pickering,1986: 50) there are two methods of

characterizing which is telling and showing. In the telling methods, the

author explain all of things in detail and also gives some comment

25  

directly, and In the showing method the author is looking for the

characters that show who they are through their dialogue and action.

a. Telling methods are divided into :

1) Characterization through the name

Name are often used to provide essential clues that aid in

characterization. Some characters have names that suggest their

domain or controling traits.

2) Characterization through the appearance

Although in real life most of us are aware that appearances which are

often deceiving in the world of fiction. The details of appearances such

as what a character, wears, and how he looks, it often provides

essential clues to characters, certain physical characteristics express the

related main character. Details of physical and emotional health and

well being show whether the character is strong or weak, happy or sad,

calm or agitated.

3) Characterization through the author

The author interrupts the narrative and reveals directly. Through a

series of editorial comments, the nature and personality of the

characters, including the thoughts and feelings that enter and pass

through the character’s minds. The author describes all about the

character.

b. In the showing method there are two methods. They are :

1) Characterization through the dialogue

26  

The real life is often characterized with the variety of the dialogue.

People tend to talk about themselves, talk among them, and talk big

problems on the little ones. We should learn the meaningful dialogue

the faith and action of the characteristic of the character where he has

certain position in it.

2) Characterization through the action

The easiest way to describe and to tell the character is through action.

Action can interpret the psychological and emotional condition. We

can identify something about several characters in order to know what

kind of person he is in the story. Some actions of course are more

meaningful in this respect that the others.

E. Moral Values

Moral is divided into two parts; they are personal moral and social

moral. Personal moral defines how we personally respond to life from or

within our own integrity, and within our own personal values. Social

moral defines how we respond to our environment, our immediate

community and the world community. We are all personally guided by

our own sense of what is right and wrong. Socially, we must be

guided as well. In literature moral is a message or a lesson to be learned

from a story or event.

According to Robert Audi (2007: 5) of the basic resources

available to us from ethics (“moral philosophy,” in an older terminology).

Normative ethics the kind I mainly want to discuss has traditionally

27  

considered chiefly three related questions. First, the character question:

what is a morally good person? More specifically, What character traits

are moral virtues? Second, the conduct question: What ought we to do,

especially in distributing benefits and burdens among us say, health care

and military responsibilities—and in regulating our conduct? Third, the

value question: What things in life are good as ends, worth seeking for

their own sake and not just as means to something else? Our view of these

goods will largely determine the kind and content of the education we

support. It will also influence what we care about.

In a literary work, moral value is like a theme which is expressed

in the body of a story. A moral value is something that the researcher tries

to convey to the readers. It is the knowledge to be presented in a story. In

general, moral can be defined as the distinction between good and bad,

right and wrong with regard to attitudes, behavior, character, etc

(Nurgiyantoro,2002:172).

Webster(1979:589) states that moral is concerned with the

principles of right or wrong conduct. In general, a value means a quality of

being useful or worthwhile or important, whereas moral values mean

moral or profesional standard of behavior (Hornby,1995:1441). Moral

values in literary works then, mean the principle of right or wrong

behaviors which are worthwhile and important in a literary work to be

conveyed to the readers to improve their moral standards.

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F. Teaching English Using Short Story

In English Teaching- learning, there are some techniques can be

applied in order to improve the students‟ ability. One technique which can

be applied in is the use of media. Media has an important role and

contributions as one of the influential factors in language teaching.

Media as teaching aids are needed to help the students‟

understanding and to increase the effectiveness in the communication

between teacher and students in teaching- learning process. It is also used

to stimulate the students‟ motivations and the students‟ interest to the

lesson.

Media is important in the lives of students, and often plays key role

in their development. The development of the students relate to the

teacher’s creativity in presenting the material, therefore the language

learning can be carried out to be more interesting, effective and hopefully

can be succesful. Teaching English literature by reading narrative text is

one of the good media to learn English especially literature. The students

will enjoy it. Therefore, teaching literature should use suitable methods or

strategies.

Narrative text is very exciting way to learn about things no matter

it is, but if we are trying to learn English, the Narrative texts give you not

only the spelling and all of the information while reading a narrative text

of actually what’s happening, which the researcher thinks is very helpful,

but Narrative text are also powerful in the fact that they give us

29  

backgrounds and a lot of other unspoken parts of our English language,

and the researcher thinks that that’s very important. So, sometimes

narrative texts can get us confused because some of the things they have

are not realistic.

Narrative text are an excellent way to teach and reinforce higher-

level writing and reading skills for foreign language learners. It’s not

really enough, though, to simply put the narrative text on and let the

students reading it.

The following are some advantages of teaching literature using Narrative

text for both teacher and students :

a. The teaching-learning activities will be more interesting and varied.

b. Media will motivate and stimulate the students to be interested in the

lesson.

c. The communication between teacher and student will be more

effective.

G. Teaching English Literature

a. Definition of Teaching English Literature

According to Ellie and Marshall (2006:40), teaching is a means to

an end rather than an end in itselve the effect has been salutary, for

teaching is of course a means of stimuli and rhetorical plays designed

to help students learn and o become better learners. Teaching literature

is a subject, and a difficult one. Doing it well requires scholarly and

critical sophistication, but it also requires a clear idea of what literature

30  

is, of what is entailed in reading and criticizing it. It requires, in fact

some very self- concious theoryzing. Teaching literature means to

achieve student’s ability in appreciate the literary work. Doing

appreciate the literary work likes learning sensation, reasoning,

imagination, culture, and society.

b. Materials of learning literature

In selecting the learning materials, a teacher should know the criteria,

namely :

1) The content of the lesson should be valid

2) Materials should be quite usefull

3) The material is interesting

4) Materials should be appropriate the students ability

The learning resources of literature, namely :

1) Textbooks required

2) Supplementary books, textbooks, dictionaries

3) Written media : newspapers, magazines

Ellectronic media : radio, television, video

4) Natural environment, social, cultural

5) Students‟ work

c. Teaching Learning Activities

Teaching learning activities are activities performed by literature

teachers and students so that there is interaction between teacher and

31  

students. Besides, the purpose ef education in teaching and learning

will be successful.

d. Evaluation

Evaluation is the last activity in a teaching-learning activity.

Teaching and learning activity will be successful if the result of the

evaluation of the students is oriented with the goal. Acessment of

teaching and learning of literature includes the knowledge, skills, and

language attitudes. Acessment of activities and learning progress of

giving advice, and correction during the activities take place.

H. Synopsis of the Story

King Midas story about a king who is very rich compared with other

kings. King Midas lived with his golden treasure so much. He was very

fond of gold, even in the palace there is a fortress that is specific to save

the gold. King Midas is very greedy, because he never had enough with

the gold he had. Once, when King Midas was counting his gold came the

stranger, and King Midas-gold also asked to be given more abundant

again. He always wants more gold, even she thinks that happiness lies only

in the gold it has, for King Midas and the gold is the most beautiful thing

in this world.

Even gold is much more important than his son, Marygold. While, the

stranger granted his request to give more gold, then anything that King

Midas touched directly will definitely turn into gold. To ensure the

appointment of the stranger, he touched upon awakening whatever is

32  

around him, and magical items whatever it touches turns to gold. King

Midas is very happy about it. But after a while he found it difficult

because, food and drink turned into solid gold, even his son Marygold

turned into a golden statue. With feelings of sadness and regret he

continues to call the stranger to restore the situation as before, especially

her little daughter who had been let. King Midas finally realize that true

happiness lies not in the number of gold he had.

I. Biography of the Author

Nathaniel Hawthorne, born 4 July 1804 in Salem, Massachusetts,

Nathaniel Hawthorne (who added a "W" to the family name) was the

middle child of Nathaniel and Elizabeth Manning Hathorne, who also had

two daughters, Elizabeth and Louisa. Young Nathaniel was a descendant

of Puritan settlers in Salem and the adjoining communities. His father,

captain of a ship, died in 1808 in Surinam (Dutch Guiana) of yellow fever.

Lacking funds to maintain her own household, Elizabeth Manning

Hawthorne retreated to her parents' home and looked to her Manning

relatives for support. Reclusive by nature, she remained a widow, living in

Salem except for the years she removed her family to Raymond, Maine,

where her brother built her a house and where Nathaniel "ran quite wild"

as he skated, fished, and hunted. He was written many books and short

story, one of them is The Golden Touch. When he became a writer, he

produced little creative work while holding down jobs in a customhouse or

in a consular office).

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CHAPTER III

RESEARCH METHOD

This chapter discusses method used in this research. The third chapter

consists of research design, data sources, research instrument, data collection

and data analysis.

A. Research Design

The design that used in this research is descriptive qualitative research.

Qualitative research usually presents data in forms of words as unit of

analysis rather than numbers. According to Moleong ( in

Arikunto,2010:21), there are eleven characteristic of qualitative research ;

1. Natural setting,

2. Human as instrument,

3. Qualitative method,

4. Analyzing data inductively,

5. Grounded theory,

6. Descriptive,

7. Emphazing on process rather than result,

8. Limitation of focus,

9. Particular criteria of validity of data,

10. Temporary design,

11. Result of the study discussed and agreed together with the source of

data ( research which uses human as the source of data).

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34  

B. Data Source

Data source in qualitative research can be human or non human.

Data can also be categorized into main data and supporting data. The main

or primary data is the most important data to be analyzed. The supporting

or secondary data is data which is used to support the main data. The

research is conducted by using narrative text The golden Touch written by

Nathaniel Hawthorne as the primary data. Data sources in this research is

concerning with moral values found on main character of “The Golden

Touch” story. The researcher also uses other sources in collecting

supporting data from dictionary, e-books, journals and other books which

are related to the research to support the analysis.

C. Research Instrument

The major characteristics of qualitative research which distinguish

this research from other research are the method and instrument which

used to collect and analyze data. Bogdan and Biklen (in Arikunto,

2010:24) state the researcher is very important in qualitative research.

Moleong ( in Arikunto, 2010:24) also states the main instrument of the

research is the researcher himself. In this research, the researcher is the

main instrument to collect and analyzed the data based on the researcher’s

interpretation then the researcher describes and relates it with the theory

applied to support the analysis. So, the result of the research is determined

by the researcher’s point of view in describing the analysis of the research.

35  

D. Data Collection

Data collection is very important in this research. It determines the

result of the analysis. The main data of the research is taken from narrative

text “The Golden Touch” . There are several steps in collecting the data :

1. Reading narrative text “The Golden Touch”. Close reading is the best

method to use.

2. Identifying moral values found in the story and identifying positive

and negative moral values on the story.

3. Reading the text and journals related to the theory of moral to get

understanding of moral values for further analysis.

4. Relating the data with theories and references.

E. Data Analysis

According to Moleong (2002:103), data analysis is process of

organizing data into categorical pattern and unit of analysis. After

collecting the data, the researcher began to classify and analyse it. In

analyzing data, the researcher does these following steps :

1. Identify moral values found in the narrative text.

2. Related the finding with theory of moral from books, journals and

other references.

3. Explain and describe moral values which reflected in the story.

4. Explain and describe positive and negative moral on the story.

5. Explain how to apply narrative text as media in teaching English.

6. Draw conclusion.

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CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This research deals with research finding and discussion of moral

value found on the narrative text The Golden Touch by Nathaniel

Hawthorne and the application in English Language Teaching.

The researcher is going to discuss the result of the analysis of this

research. Researcher analyzes about moral value on the narrative text.

First, researcher describe the moral value on the story of Nathaniel

Hawthornes’s narrative text The Golden Touch. Then, the researcher gives

explaination the positive moral and the negative moral on the story and

how to apply the narrative text in English Language Teaching.

A. Intrinsic Elements of the Story

1. Theme

The theme of narrative text "The Golden Touch" is greed. greed is

the real deal in the story of King Midas. Midas "was never very judicious,"

meaning he lacks common sense. he's greedy and loves gold more than

anything. King Midas makes a terrible wish and ends up begging to be

saved. And sure enough, all he has to do to get rid of his punishment is

take a bath in the river. The stranger told him to jump into a certain river.

the river washed away the wish.

36

37  

“This King Midas was founder of gold than of anything else in the world.He valued his royal crown chiefly because it was composed of that precious metal.”(Page 1)

Another significance theme is loving. King Midas' daughter was

named Marigold. She was a charming little girl. She had long gold locks

of hair, and twinkling eyes. She was a very loving little girl that loved

flowers. She had her own garden just of flowers. She was a princess.

“If he loved anything better, or half so well, it was the one little maiden who played so merrily around her father's footstool. But the more Midas loved his daughter, the more did he desire and seek for wealth.” (Page 1)

2. Plot

Once, when King Midas was counting his gold came the stranger,

and King Midas-gold also asked to be given more abundant again. He

always wants more gold, even she thinks that happiness lies only in the

gold it has, for King Midas and the gold is the most beautiful thing in this

world. Even gold is much more important than his son, Marygold. While,

the stranger granted his request to give more gold, then anything that King

Midas touched directly will definitely turn into gold.

To ensure the appointment of the stranger, he touched upon

awakening whatever is around him, and magical items whatever it touches

turns to gold. King Midas is very happy about it. But after a while he

found it difficult because, food and drink turned into solid gold, even his

son Marygold turned into a golden statue. With feelings of sadness and

regret he continues to call the stranger to restore the situation as before,

37

38  

especially her little daughter who had been let. And sure enough, all he

has to do to get rid of his punishment is take a bath in the river. The

stranger told him to jump into a certain river. the river washed away the

wish.

a) Exposition

The story begins when King Midas was counting his gold in his

room came the stranger, and King Midas gold also asked to be given more

abundant again. He always wants more gold, even she thinks that

happiness lies only in the gold it has, for King Midas and the gold is the

most beautiful thing in this world. Even gold is much more important than

his daughter, Marygold. While, the stranger granted his request to give

more gold, then anything that King Midas touched directly will definitely

turn into gold.

b) Rising action

The rising action starts when a stranger appears in King Midas

treasure room. He complains about his life and asks for more gold. He

wishes for the Golden Touch and believes that he will never regret having

it. The stranger grants him the Golden Touch. He is unable to wait until

the sun rise and thinks the stranger played a trick on him. By sunrise he

goes to his garden and turns the flowers into gold by touching them. This

makes his daughter extremely miserable. At breakfast he takes roll after

roll but he is unable to eat because whatever he touches turns to gold.

Marigold tries to comfort him but she turns to a golden statue.

39  

c) Climax

The story reaches climax when the king is disappointed with

himself, his daughter gives him a hug and she turns to gold. With feelings

of sadness and regret he continues to call the stranger to restore the

situation as before, especially her little daughter who had been turns to a

golden statue.

d) Falling Action

When the King Midas is in despair and he stares at the ground. The

stranger appears all of a sudden. The King Midas tells the stranger that he

is miserable because the Golden Touch had been turns to a golden statue

his daughter. The stranger instructs him on how to rid the Golden Touch.

He tells the King to go to the river, throw himself into it, bring some water

and sprinkle it over his daughter and everything he touched.

e) Resolution

Finally the story gets into a stable condition when King Midas jump into a

certain river and washed away the wish. He sees that the sand of the river

sparkles like gold.

3. Setting

There are two of setting in story “ The Golden Touch”. They are

setting of time, setting of place.

1) Setting of time : based on the stories, the story take place around the years

8th century BC is known from Greek and Assyrian sources.

2) Setting of Place : as the place in the story is in Pessinus, a city of Phrygia.

40  

4. Character

Character is person in literary work or the personality of such

figure. In story “The Golden Touch” there are three major character. The

researcher is going to tell the characters of the story “The Golden Touch”,

as follows :

1) King Midas

King Midas is a central character in this story. In this story he play

two characters there are protagonist and antagonist characters. In

protagonist the data found that representative to positive moral value.

Based on fundamental moral values king Midas have three of basic moral

itself, there are Good, The Noble and Purity. The positive moral values

data in king Midas found ten data. Beside that in this story found in king

Midas characters some data that representative to negative moral value,

there are greedy, arrogant, gripe and avaricious. The data that

representative to Midas’s negative moral values found four data. In the

data discussion will be explain more details about the attitude of king

Midas itself.

2) Marygold

Marygold is king Midas”s daughter. In character Marygold just

found one of fundamental positive moral values, that is Good that

representative by lover. The data found in Marygold character is one data.

For negative moral value Marygold did not have it.

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3) The stranger

The stranger is character that plays a mysterious man who made

King Midas aware from his bad attitude. The stranger character found two

positive moral value that is care and wise. The total data that found in the

stranger character is six data; contain three category lover and three in

category wise.

5. Point of View

Point of view is the technique that the is used by the author to find

and tell the meaning of this artistic work works to the people. the story

uses a third person omnicient. because the narrator is an anonymous

person outside the story who plays an all knowing role. he not only reports

what the characters do and say but also enters the minds of the characters

and comments on their action.

B. Discussion

Now the writer is going to discuss moral values that can be

found from the story "The Golden Touch". The discussion is as follows :

1. Moral Values

Basically, moral is the distinction between bad and good conducts

which can generally be accepted in a social life. In talking about moral we

can briefly say that moral is concerned with, or related to human behavior,

especially the distinction between good or bad, or right and wrong

behavior.

42  

In a literary work, moral value is like a theme which is expressed

in the body of a story. A moral value is something that the researcher tries

to convey to the readers. It is the knowledge to be presented in a story. In

general, moral can be defined as the distinction between good and

bad, right and wrong with regard to attitudes, behavior, character, etc.

Here is the list of the bad and the good moral values based on the

story "The Golden Touch" :

Good Moral Values Bad Moral Values

The Noble : Care Arrogant

Purity Greedy

The Good : Lover, Self

Confidence

Gripe

Responsibility Avaricious

2. The Positive Moral Values

a. The Good

The Good is the of fundamental moral attitude. Somebody can call

have Good if he have a personality radiating moral values, like a man who

is humble, pure, truthful, honest and loving. In this story also have it.

King Midas and Marygold show us the attitude. To representative the good

in the story are lover, self-confidence and responsibility.

43  

The first attitude that typical is Love. Character King Midas that

represent the Good is Lover . The good is good moral that we have to be.

In this story the researcher describe how is King Midas loved so much his

daughter namely Marygold. It is clear describe in sentences :

“If he loved anything better, or half so well, it was the one little maiden who played so merrily around her father's footstool. But the more Midas loved his daughter, the more did he desire and seek for wealth.” (Page 1)

King Midas loved his daughter more than everything. He will do

anything to make Marygold happy. Cause of his loving to Marygold, he

though that the best thing to her daughter is to devolve the assets.

Basically, he wants to make Marygold always happy.

Marygold is a nice daughter, she loved her father. This character

describe how is Marygold have basic of moral attitude that is reverence.

This situation clear show on page 19 below :

"Father, dear father!"cried little Marygold, who was a very affectionate child, "pray what is the matter? Have you burnt your mouth?" (Page 19)

Marygold loved so much to King Midas. At the moment Marygold

see her father tormented because cannot consume food as normal.

Marygold really sad when see her father condition like that. Loving that

Marygold give to King Midas is show how is she has a good behavior. A

good child is who loving his parents so well. Beside lover to representative

the good is responsibility. In this story show us how is Midas have the

good attitude that is responsibility. In this story King Midas have that

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character also. He have a responsibility toward he did. This situation

shows on sentences below

“King Midas hastened back to the palace; and, I suppose, the servants knew not what to make of it when they saw their royal master so carefully bringing home an earthen pitcher of water. But that water, which was to undo all the mischief that his folly had wrought, was more precious to Midas than an ocean of molten gold could have been. The first thing he did, as you need hardly be told, was to sprinkle it by handfuls over the golden figure of little Marygold.”(Page 25)

The sentence describes Midas”s responsibility. After everything

happened, he regrets his fate and he really regret cause his evil behavior.

When the stranger tell him the way to make everything back , he hasten go

to the lake and take the pitcher, then early back to home. The one thing

that want to be changed is marygold that he loved so much. By

responsibility he restore his entire mistake that have he did and promise

never doing it again. Midas”s behavior is commendable. The last one that

representative the good is Self-confidence. It is a good attitude, because

everyone should be confidence to himself. Self-confidence in the story

found in sentence below :

“He hurriedly put on his clothes, and was enraptured to see himself in a magnificent suit of gold cloth, which retained its flexibility and softness, although it burdened him a little with its weight” (Page 12)

The sentence explains how is Midas confidence to himself. He

wears clothes while being mirrored. He charmed to see himself in a

glowing suit of golden, Midas so happy and proud to himself.

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Consequently the positive moral attitude above can we take a sample and

apply to our life.

b. The Noble

The second of fundamental moral values is Noble. To

representative noble in this story is wise and care. Character in this story

shows us the attitudes. From three characters just two that has moral value

noble. There are king Midas and the stranger. The wise is an attitude that

should be owned by everyone. In this story the author describe how the

king Midas character so wise. It is found in sentences below :

“These reflections so troubled wise King Midas that he began to doubt whether, after all, riches are the one desirable thing in the world, or even the most desirable.” (Page 20) He felt that after all things happened. With so wise he says that

wealth is not everything. He aware from his mistake. Another wise that

found in this story in sentence above :

“OH, terrible misfortune! The victim of his insatiable desire for wealth, little Marygold was a human child no longer, but a golden statue!” (Page 21) King Midas aware that all of happen caused of his bad attitude

who want all of gold, and finally his daughter become a victim. So wise

king Midas admiting his guilt. Admitting our guilt is a good behavior that

should we have. As good as possible attitude is admitting guilt beside king

Midas, the Stranger also has moral values that are wise. The stranger is

mysterious men that come to Midas and help him. He was give king Midas

a power to change anything become a golden. In this story he has a good

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moral. The moral itself is reverence, that representative to wise. He was

showin the sentences below :

"Well, friend Midas," said the stranger, "pray how do you succeed with the Golden Touch?" (Page 22) After the stranger give the king Midas the power to change

anything become a golden, he back and asks to Midas . the stranger not

angry to Midas, he just ask how is Midas success with her power that he

give. Another paragraph stranger so wise tell to Midas about his promise.

Midas sad and regret to his attitude that want all of wealth. The stranger

wise describe in sentence below :

"Very miserable, indeed!" exclaimed the stranger. "And how happens that? Have I not faithfully kept my promise with you? Have you not everything that your heart desired?" (Page23) The stranger wise ask to Midas which one of these two things that

he choose the golden touch or one cup water? Midas said he want water.

He aware golden cannot make him moisten his parched throat again. So,

he chooses a cup water then gift golden touch. This condition show in

sentence below :

"Ah! So you have made a discovery, since yesterday?" observed the stranger. "Let us see, then. Which of these two things do you think is really worth the most,--the gift of the Golden Touch, or one cup of clear cold water?" (Page 23) The sentence above show us how is the stranger wisdom making

King Midas aware from greedy and should be appreciate all things. Beside

wise the attitude that representative the Noble is care. In this story

contained of it. King Midas teaches us in this story. He is so care to his

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daughter. Cause of Midas loves his daughter so much. His care shows by

give Marygold a beautiful flower that is golden rose. Because he know

Marygold is a flower lover specially Rose. But something happened

Marygold cried and not receive her father gifts. According to her a red

rose more beautiful than golden rose. The moment it is clear describe in

quote below :

"How now, my little lady!" cried Midas. "Pray what is the matter with you, this bright morning?" (Page 16) The quote show how Midas quiet Marygold and try to give

solution. Another quote that typical the Midas care is :

"Nothing, child, nothing!" said Midas. "Eat your milk, before it gets quite cold."(Page 17)

King Midas care to his daughter, he instruct Marygold to soon eat

the food. Marygold suddenly cried when she looked her beautiful flower

changed become a gold flower.

Beside King Midas, the strangers also have good moral values that

are Care. He cares to King Midas. He wants to grant Midas”s entire wish.

This is describing in sentences below :

"Well, Midas," observed his visitor, "I see that you have at length hit upon something that will satisfy you. Tell me your wish." (Page10) Midas wish is everything he touches changed to golden. Stranger

care to Midas and grant Midas”s wish, he give Midas a power the golden

touch. Another sentences show us :

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"Be it as you wish, then," replied the stranger, waving his hand in token of farewell. "To-morrow, at sunrise, you will find yourself gifted with the Golden Touch." (Page 10) The sentence above describe the stranger care to Midas by give

Midas a gift with the golden touch as like Midas want. After it Midas so

happy and soon apply his power. He touches everything that he wants and

suddenly everything changed to be gold. But, one day Midas shock,

because his daughter Marygold changed become a golden. He really

regrets. After that the stranger back and give the solution to King Midas. It

is describe in sentence below :

"Go, then," said the stranger, "and plunge into the river that glides past the bottom of your garden. Take likewise a vase of the same water, and sprinkle it over any object that you may desire to change back again from gold into its former substance. If you do this in earnestness and sincerity, it may possibly repair the mischief which your avarice has occasioned." (Page 24)

The stranger care to Midas, he tell to Midas how is to handle this

situation. He command Midas goes to river, and take pitcher water and

then sprinkle to anything things that he want to back. Stranger is a good

man, even Midas had to do mistake, he still care and help Midas.

c. Purity

Purity same with Goodness is the very heart of the whole reign of

moral values. It is by no accident that the term “good” means moral value

as such, and also the specific moral quality of goodness. The attitude that

representative the goodness is regretful. In this story King Midas make us

learn about regretful. He regret with all that he did. This clear describe on

sentences below :

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“The poorest laborer, sitting down to his crust of bread and cup of water, was far better off than King Midas, whose delicate food was really worth its weight in gold.”(Page 20)

The sentence above show Midas aware that the labor food better

than his food. Even his food made by gold and the labor food just a piece

bread and mineral water. Midas really regrets that happiness there is no

even to golden. When all late he regrets that his daughter loved more

valuable then all wealth in the world that he collects every day.

3. The Negative Moral

a. Arrogant

Moral negative is the contrary positive moral. Negative moral

values the greatest evil, worse than suffering, sickness, death, or the

disintegration of a flourishing culture. In his story King Midas also has

negative moral values. The antagonist character the data that found to

representative negative moral value or the contrary of positive moral, there

are greedy, arrogant, gripe and avaricious. There are some data that show

the king Midas moral negative that is Arrogant.

"I have done pretty well,--pretty well," answered Midas, in a discontented tone. "But, after all, it is but a trifle, when you consider that it has taken me my whole life to get it together. If one could live a thousand years, he might have time to grow rich!" (Page 9)

The sentences above describe that proud of Midas tell himself is a

well personality cause have a lot of wealth. He said that just men who

have live in thousand years that able to have a much wealth like him. This

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is show how is Midas so arrogant. This describe Midas have a negative

moral value. In page 13 Midas arrogant show again :

"It is no great matter, nevertheless," said he to himself, very philosophically. "We cannot expect any great good, without its being accompanied with some small inconvenience. The Golden Touch is worth the sacrifice of a pair of spectacles, at least, if not of one's very eyesight.”(Page 13)

b. Greedy

When his glasses changed to be gold, he cannot see. And with

arrogant he told that never mind, there are Marygold eyes that can make he

can see King Midas is so arrogant. Beside arrogant his negative moral is

Greedy. It is the bad attitude and must to be avoided. It is clear shows in

sentence below :

“This King Midas was founder of gold than of anything else in the world.He valued his royal crown chiefly because it was composed of that precious metal.”(Page 1)

Midas is a man with gold in his mind. There is no one thing in his

mind except gold. One of quote in story Midas say he wants everything he

touches could be golden. This is show how Midas greedy makes him want

to all of golden, he really blind of wealth. The quote is

“I wish everything that I touch to be changed to gold!" (Page 10)

c. Gripe

Beside greedy Midas also have another bad attitude that is Gripe.

According to Hildebrand a man can call have a negative moral if he has

gripe. Gripe not recommend to us in our religious Islam. Advisable we

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thankful what is God give to us.Beside greedy Midas also have another

bad attitude that is Gripe.

d. Avaricious

The last Midas negative moral value is Avaricious. It is a very bad

attitude. It is clear show in sentences below :

“He thought to himself, that it was rather an extravagant style of splendor, in a king of his simple habits, to breakfast off a service of gold, and began to be puzzled with the difficulty of keeping his treasures safe.” (Page 17)

Paragraph above describe how is Midas covetous, he thought that

his breakfast was an extravagant style of splendor. And he began confuse

how is to keep his wealth. Consequently negative moral above teach us a

bad attitude not should be following and must to avoid. Many lessons that

can we take from King Midas characters.

4. Application of Narrative Text “The Golden Touch” by Nathaniel

Hawthorne’s in English Language Teaching

Learning is the activities done by the teachers to improve their

knowledge, skill and moral value. So, learning means to gain knowledge

of or skill in something by studying, practicing, or being thought. When

someone does learning activity it means that he wants to gain knowledge

about it or get capability to do it. Learning is chance in human disposition

or capabilities. In term of language learning, the capabilities cover the

mastery of form and the creativity of language use. As there is limited time

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in the context of school system, the teacher should also evaluate the

learning progress in order to know whether it corresponds with the

objective or not ( Brown 2000 : 11).

Learning literature is to be taught in school, because it can help

improve language skills, knowledge, creativity, and taste can develop and

support the formation of personality in the students to appreciate literature

and sharpen the sense, reasoning, and imagination and sensitivity to people

and the environment.

In teaching literature at senior high school, a teacher must have

extensive knowledge. So, the teacher can teach it clearly and the students

can get the lesson well.

As a teacher, we should make lesson plan in teaching English. A

lesson plan is something used by the lecturer before he or she teaches the

material for the students. The teacher will be easy in teaching English by

using lesson plan.

Lesson Plan

Name of School : Senior High School

Subjects : English

Class / Semester : X

Language Skills : Reading and Writing

Genre : Functional Text

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Theme / Topic :Moral Value of Narrative text The Golden Touch

Allocation of Time : 2 x 45 minutes (1 meeting)

A. Standard Competence : Understanding the meaning of short

texts and essay writing simple functional form of recount ,

narrative and procedure in the context of everyday life and to

access knowledge

B. Basic competence : Responding meaning and rhetorical steps

essays written text accurately , fluently and acceptable in the

context of everyday life and to access knowledge in the form

of text : recount , narrative , and procedure

C. Indicators

1. Students are Able to identify the main information in the

short story

2. Students are Able to identify the supporting information in

the short story

3. Students are Able to identify the characters in the short

story

4. Students are Able to identify the sequence of the events

from the short story

5. Students are able to identify the which the message can be

found in the short story

D. Learning Objective

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After finishing the activities, the students are hoped to able to :

1. Interpreting the story

2. Finding and identifying characterization in the short story

3. Analyzing the positive and negative moral values of the

short story by using moral approach

4. Have positive attitude to literary interpretation

E. Teaching Materials

1. Short story “ The Golden Touch “

2. LCD projector, screen,and laptop

F. Method and Approach

1. Language Model

2. Language- based Approach

G. Teaching Procedures

No Teacher’s Activity Students Activity

1. Giving greeting Answer the greeting

2. Checking attendance State the attendance

3. Leading the question game

Ex : giving some pictures of

narrative text

The students guess what

picture are

4. Dividing class into groups Making group of work

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5. Show the short story Reading the short story

6. Leading the discussion on

finding the moral values in

the short story “ The Golden

Touch”

Following the

discussion to find moral

values in the short story

“ The Golden Touch”

7. Checking the students work Reporting the

discussion of the group

8. Helping the students finish

the work

Asking some question

about moral values

9. Closing the meeting Saying goodbye

H. Learning Resources

Short story “The Golden Touch”

I. Media

1. Laptop and LCD

2. Worksheet

J. Evaluation

Evaluation is the last activity in teaching learning activity.

The way of evaluation is by using essay:

Essay :

1. Read the narrative text The Golden Touch. Discuss the

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characterization in the narrative text!

2. What lesson can we take from the narrative text The

Golden Touch based on the morral values!

3. Write down your analysis and submited it !

Method and Approach is very important in teaching because both

of them will influence teaching strategies which will affect the teaching

learning process and to meet the learning objectives. Teacher can use one

kind of method and approach or some of them together or mix them in

order to get effective teaching learning process. Teachers must be smart in

appliying the right, suitable method and approach to their classroom. The

usage of methods and approachs depends on the need of the students and

situation in the classroom.

The students is learning by doing where the learning takes place

when readers are able to interpret text and construct meaning based on

their interpretive opinion and critical thinking through their personal

experience while reading the text.

Using narrative text as media of teaching English literature also

give another advantage. Narrative text which reflects experiences of life

mostly contain moral values whether it is implicit or explicit since

literature reflects human life’s experience and has aim to develop and

enrich the society by teaching it through English literature. The students

57  

can discover moral values while reading a particular narrative text. The

students may take the moral value from what they have read in order to

enrich their experience and personal growth.

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CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter deals with the conclusion of the researcher’s research

on realization of moral values in the narrative text The Golden Touch

adapted from Nathaniel Hawthorne’s short story, and its application in

English Language Teaching. Some sugestion are also put forward to those

who are concerned in English Language Teaching.

A. Conclusion

Based on research finding and data discussions in previous chapter,

the researcher concludes that the moral values found in the story “The

Golden Touch” are positive and negative moral value. The moral values

that show in the story are lover, wise, care, responsibility, regret and self-

confidence. Beside positive moral value in the story also have a negative

moral value. The negative moral values there are arrogant, greedy , gripe

and avaricious. It's a bad attitude that not allows we take.

Arrogant,avaricious and greedy will destroy what we have, and when all

this happens, can only regret that. Whereas, gripe attitude is the attitude of

a slacker who just wants everything instantly without hard work. The short

story “The Golden Touch” give us many lesson about moral, especially

positive and negative moral value. The moral values which are discovered

in the short story "The Golden Touch". The story touch us how to be a

good person by have a positive moral values.

58

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The story have implications in the education. The students can

learn and practice those positive moral values in their daily life. Therefore,

by reading the short story they not only get the entertainment but also

moral messages which are implied in the story. Moreover, story can be

used as a media in education. Narrative text The Golden Touch as a kind

of literary works is suitable to be a media to teach English.

This story contains many technical words which can improve

students’ vocabulary. Using literature as a media to teach English can

develop critical and creative thinking of the students by letting them make

an analysis of a literary works. Narrative text The Golden Touch can be

applied in English Language Teaching for Senior High school students.

Senior high school students are considered having abilities to deal with the

language features and the length of the text.

B. Suggestions

1. To the teacher

The research may become a reference for the teachers in the

way of giving materials in teaching English using literature to the

students in Senior high school. This research may also provide some

ways how to teach English using literature by appliying some

approaches and methods.

2. To the students

60  

This research may become an example and reference to the

studentsb how to analyze a literary text using moral approach or to

other researchers who want to make a research with same theme or

topic. The research may also give stimulus to improve the students’

skills and also their vocabulary by reading the short story because the

short story contains many technical words related to moral values.

3. To the readers

The researcher hopes this research will give advantages for

everyone who is concerned in literature study and may give another

view and perception in viewing literary works as media to teach

English. The researcher also hopes this research provides useful

information about analyzing literary works and the application of using

literature to teach English.

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Rees, R, J, 1973. English Literature an Introduction for Foreign Readers.

Hongkong; the Macmillan press Ltd.

Hartmann Nicolai, 1932. Ethic, Moral value. George allen: Newyork.

Baldic, Cris. 1996. Oxford Concise Dictionaryof Literature Terms. New

York: Oxford University Press.

Brown, H, Douglas.2007. Principle of Language Learning and Teaching.

New York: Pearson Longman.

Connoly, Francis Zavier.1995. The Types of Literature. New York :

Harasurt Brace.

Ellie and Marshall. 2006. Teaching and Learning Literature. London: SAGE.

Hornby, A. S.1995. Oxford Advanced Learner’s Dictionary of Current

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Nurgiyantoro , Burhan.2000. Teori Pengkajian Fiksi. Yogyakarta: Gajah Mada

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Widiastuti.2012.The Moral Values in Novel “Ketika Cinta Bertasbih”.STAIN

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Sayuti, Suminto.1998. Dasar- Dasar Analis Fiksi.Yogyakarta:LP3S.

Kenney, William.1996. How to Analyze Fiction New York. Monarch Press. Simon

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http://www.scholastic.com/scopemagazine/PDFs/SCOPE-Library-

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http://xroads.virginia.edu/~ma01/lisle/dial/hawthorne.html. Accessed on March

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Risdianto, Faizal. 2012. Introduction to literature. Available at

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APPENDICES

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66  

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The Golden Touch by Nathaniel Hawthorne

Once upon a time, there lived a very rich man, and a king besides, whose name was Midas; and he had a little daughter, whom nobody but myself ever heard of, and whose name I either never knew, or have entirely forgotten. So, because I love odd names for little girls, I choose to call her Marygold.

This King Midas was fonder of gold than of anything else in the world. He valued his royal crown chiefly because it was composed of that precious metal. If he loved anything better, or half so well, it was the one little maiden who played so merrily around her father's footstool. But the more Midas loved his daughter, the more did he desire and seek for wealth. he thought, foolish man! that the best thing he could possibly do for this dear child would be to bequeath her the immensest pile of yellow, glistening coin, that had ever been heaped together since the world was made. Thus, he gave all his thoughts and all his time to this one purpose. If ever he happened to gaze for an instant at the gold-tinted clouds of sunset, he wished that they were real gold, and that they could be squeezed safely into his strong box. When little Marygold ran to met him, with a bunch of buttercups and dandelions, he used to say, "Poh, poh, child! If these flowers were as golden as they look, they would be worth the plucking!"

And yet, in his earlier days, before he was so entirely possessed of this insane desire for riches, King Midas had shown a great taste for flowers. He had planted a garden, in which grew the biggest and beautifullest and sweetest roses that any mortal ever saw or smelt. These roses were still growing in the garden, as large, as lovely, and as fragrant, as when Midas used to pass whole hours in gazing at them, and inhaling their perfume. But now, if he looked at them at all, it was only to calculate how much the garden would be worth if each of the inmimerable rose-petals were a thin plate of gold. And though he once was fond of music (in spite of an idle story about his ears, which were said to resemble those of an ass), the only music for poor Midas, now, was the chink of one coin against another.

At length (as people always grow more and more foolish, unless they take care to grow wiser and wiser), Midas had got to be so exceedingly unreasonable, that he could scarcely hear to see or touch any object that was not gold. He made it his custom, therefore, to pass a large portion of every day in a dark and dreary apartment, under ground, at the basement of his palace. It was here that he kept his wealth. To this dismal hole--for it was little better than a dungeon--Midas betook himself, whenever he wanted to be particularly happy. Here, after carefully locking the door, he would take a bag of gold coin, or a gold cup as big as a washbowl, or a heavy golden bar, or a peckmeasure of gold-dust, and bring them from the obscure corners of the room into the one bright and narrow sunbeam that fell from the dungeon-like window. He valued the sunbeam for no other reason but that his treasure would not shine without its help. And then

would he reckon over the coins in the bag; toss up the bar, and catch it as it came down; sift the gold-dust through his fingers; look at the funny image of his own face, as reflected in the burnished circumference of the cup ; and whisper to himself, "O Midas, rich King Midas, what a happy man art thou!" But it was laughable to see how the image of his face kept grinning at him, out of the polished surface of the cup. It seemed to be aware of his foolish behavior, and to have a naughty inclination to make fun of him.

Midas called himself a happy man, but felt that he was not yet quite so happy as he might be. The very tiptop of enjoyment would never be reached, unless the whole world were to become his treasure-room, and be filled with yellow metal which should be all his own.

Now, I need hardly remind such wise little people as you are, that in the old, old times, when King Midas was alive, a great many things came to pass, which we should consider wonderful if they were to happen in our own day and country. And, on the other hand, a great many things take place nowadays, which seem not only wonderful to us, but at which the people of old times would have stared their eyes out. On the whole, I regard our own times as the strangest of the two; hut, however that may be, I must go on with my story.

Midas was enjoying himself in his treasure-room, one day, as usual, when he perceived a shadow fall over the heaps of gold; and, looking suddenly up, what should he behold but the figure of a stranger, standing in the bright and narrow sunbeam! It was a young man, with a cheerful and ruddy face. Whether it was that the imagination of King Midas threw a yellow tinge over everything, or whatever the cause might be, he could not help fancying that the smile with which the stranger regarded him had a kind of golden radiance in it. Certainly, although his figure intercepted the sunshine, there was now a brighter gleam upon all the piled-up treasures than before. Even the remotest corners had their share of it, and were lighted up, when the stranger smiled, as with tips of flame and sparkles of fire.

As Midas knew that he had carefully turned the key in the lock, and that no mortal strength could possibly break into his treasure-room, he, of course, concluded that his visitor must be something more than mortal. It is no matter about telling you who he was. In those days, when the earth was comparatively a new affair, it was supposed to be often the resort of beings endowed with supernatural power, and who used to interest themselves in the joys and sorrows of men, women, and children, half playfully and half seriously. Midas had met such beings before now, and was not sorry to meet one of them again. The stranger's aspect, indeed, was so good-humorcd and kindly, if not beneficent, that it would have been unreasonable to suspect him of intending any mischief. It was

far more probahle that he came to do Midas a favor. And what could that favor be, unless to multiply his heaps of treasure?

The stranger gazed about the room; and when his lustrous smile had glistened upon all the golden objects that were there, he turned again to Midas.

"You are a wealthy man, friend Midas!" he observed. "I doubt whether any other four walls, on earth, contain so much gold as you have contrived to pile up in this room."

"I have done pretty well,--pretty well," answered Midas, in a discontented tone. "But, after all, it is but a trifle, when you consider that it has taken me my whole life to get it together. If one could live a thousand years, he might have time to grow rich!"

"What!" exclaimed the stranger. "Then you are not satisfied?"

Midas shook his head.

"And pray what would satisfy you?" asked the stranger. "Merely for the curiosity of the thing, I should be glad to know."

Midas paused and meditated. He felt a presentiment that this stranger, with such a golden lustre in his good-humored smile, had come hither with both the power and the purpose of gratifying his utmost wishes. Now, therefore, was the fortunate moment, when he had but to speak, and obtain whatever possible, or seemingly impossible thing, it might come into his head to ask. So he thought, and thought, and thought, and heaped up one golden mountain upon another, in his imagination, without being able to imagine them big enough. At last, a bright idea occurred to King Midas. It seemed really as bright as the glistening metal which he loved so much.

Raising his head, he looked the lustrous stranger in the face.

"Well, Midas," observed his visitor, "I see that you have at length hit upon something that will satisfy you. Tell me your wish."

"It is only this," replied Midas. "I am weary of collecting my treasures with so much trouble, and beholding the heap so diminutive, after I have done my best. I wish everything that I touch to be changed to gold!"

The stranger's smile grew so very broad, that it seemed to fill the room like an outburst of the sun, gleaming into a shadowy dell, where the yellow autumnal

leaves--for so looked the lumps and particles of gold--lie strewn in the glow of light.

"The Golden Touch!" exclaimed he. "You certainly deserve credit, friend Midas, for striking out so brilliant a conception. But are you quite sure that this will satisfy you?"

"How could it fail?" said Midas.

"And will you never regret the possession of it?"

"What could induce me?" asked Midas. "I ask nothing else, to render me perfectly happy."

"Be it as you wish, then," replied the stranger, waving his hand in token of farewell. "To-morrow, at sunrise, you will find yourself gifted with the Golden Touch."

The figure of the stranger then became exceedingly bright, and Midas involuntarily closed his eyes. On opening them again, he beheld only one yellow sunbeam in the room, and, all around him, the glistening of the precious metal which he had spent his life in hoarding up.

Whether Midas slept as usual that night, the story does not say. Asleep or awake, however, his mind was probably in the state of a child's, to whom a beautiful new plaything has been promised in the morning. At any rate, day had hardly peeped over the hills, when King Midas was broad awake, and, stretching his arms out of bed, began to touch the objects that were within reach. He was anxious to prove whether the Golden Touch had really come, according to the stranger's promise. So he laid his finger on a chair by the bedside, and on various other things, but was grievously disappointed to perceive that they remained of exactly the same substance as before. Indeed, he felt very much afraid that he had only dreamed about the lustrous stranger, or else that the latter had been making game of him. And what a miserable affair would it be, if, after all his hopes, Midas must content himself with what little gold he could scrape together by ordinary means, instead of creating it by a touch!

All this while, it was only the gray of the morning, with but a streak of brightness along the edge of the sky, where Midas could not see it. He lay in a very disconsolate mood, regretting the downfall of his hopes, and kept growing sadder and sadder, until the earliest sunbeam shone through the window, and gilded the ceiling over his head. It seemed to Midas that this bright yellow sunbeam was reflected in rather a singular way on the white covering of the bed. Looking more closely, what was his astonishment and delight, when he found that this linen

fabric had been transmuted to what seemed a woven texture of the purest and brightest gold! The Golden Touch had come to him with the first sunbeam!

Midas started up, in a kind of joyful frenzy, and ran about the room, grasping at everything that happened to be in his way. He seized one of the bed-posts, and it became immediately a fluted golden pillar. He pulled aside a window-curtain, in order to admit a clear spectacle of the wonders which he was performing; and the tassel grew heavy in his hand,--a mass of gold. He took up a book from the table. At his first touch, it assumed the appearance of such a splendidly bound and gilt-edged volume as one often meets with, nowadays; but, on running his fingers through the leaves, behold! it was a bundle of thin golden plates, in which all the wisdom of the book had grown illegible. He hurriedly put on his clothes, and was enraptured to see himself in a magnificent suit of gold cloth, which retained its flexibility and softness, although it burdened him a little with its weight. He drew out his handkerchief, which little Marygold had hemmed for him. That was likewise gold, with the dear child's neat and pretty stitches running all along the border, in gold thread!

Somehow or other, this last transformation did not quite please King Midas. He would rather that his little daughter's handiwork should have remained just the same as when she climbed his knee and put it into his hand.

But it was not worth while to vex himself about a trifle. Midas now took his spectacles from his pocket, and put them on his nose, in order that he might see more distinctly what he was about. In those days, spectacles for common people had not been invented, but were already worn by kings; else, how could Midas have had any? To his great perplexity, however, excellent as the glasses were, he discovered that he could not possibly see through them. But this was the most natural thing in the world; for, on taking them off, the transparent crystals turned out to be plates of yellow metal, and, of course, were worthless as spectacles, though valuable as gold. It struck Midas as rather inconvenient that, with all his wealth, he could never again be rich enough to own a pair of serviceable spectacles.

"It is no great matter, nevertheless," said he to himself, very philosophically. "We cannot expect any great good, without its being accompanied with some small inconvenience. The Golden Touch is worth the sacrifice of a pair of spectacles, at least, if not of one's very eyesight. My own eyes will serve for ordinary purposes, and little Marygold will soon be old enough to read to me."

Wise King Midas was so exalted by his good fortune, that the palace seemed not sufficiently spacious to contain him. He therefore went down stairs, and smiled, on observing that the balustrade of the staircase became a bar of burnished gold, as his hand passed over it, in his descent. He lifted the doorlatch (it was brass only a moment ago, but golden when his fingers quitted it), and emerged into the

garden. Here, as it happened, he found a great number of beautiful roses in full bloom, and others in all the stages of lovely bud and blossom. Very delicious was their fragrance in the morning breeze. Their delicate blush was one of the fairest sights in the world; so gentle, so modest, and so full of sweet tranquillity, did these roses seem to be.

But Midas knew a way to make them far more precious, according to his way of thinking, than roses had ever been before. So he took great pains in going from bush to bush, and exercised his magic touch most indefatigably; until every individual flower and bud, and even the worms at the heart of some of them, were changed to gold. By the time this good work was completed, King Midas was suinmoned to breakfast; and as the morning air had given him an excellent appetite, he made haste back to the palace.

What was usually a king's breakfast in the days of Midas, I really do not know, and cannot stop now to investigate. To the best of my belief, however, on this particular morning, the breakfast consisted of hot cakes, some nice little brook trout, roasted potatoes, fresh boiled eggs, and coffee, for King Midas himself, and a bowl of bread and milk for his daughter Marygold. At all events, this is a breakfast fit to set before a king; and, whether he had it or not, King Midas could not have had a better.

Little Marygold had not yet made her appearance. Her father ordered her to be called, and, seating himself at table, awaited the child's coming, in order to begin his own breakfast. To do Midas justice, he really loved his daughter, and loved her so much the more this morning, on account of the good fortune which had befallen him. It was not a great while before he heard her coming along the passageway crying bitterly. This circumstance surprised him, because Marygold was one of the cheerfullest little people whom you would see in a summer's day, and hardly shed a thimbleful of tears in a twelvemouth. When Midas heard her sobs, he determined to put little Marygold into better spirits, by an agreeable surprise; so, leaning across the table, he touched his daughter's bowl (which was a China one, with pretty figures all around it), and transmuted it to gleaming gold.

Meanwhile, Marygold slowly and disconsolately opened the door, and showed herself with her apron at her eyes, still sobbing as if her heart would break.

"How now, my little lady!" cried Midas. "Pray what is the matter with you, this bright morning?"

Marygold, without taking the apron from her eyes, held out her hand, in which was one of the roses which Midas had so recently transmuted.

"Beautiful!" exclaimed her father. "And what is there in this magnificent golden rose to make you cry?"

"Ah, dear father!" answered the child, as well as her sobs would let her; "it is not beautiful, but the ugliest flower that ever grew! As soon as I was dressed I ran into the garden to gather some roses for you; because I know you like them, and like them the better when gathered by your little daughter. But, oh dear, dear me! What do you think has happened? Such a misfortune! All the beautiful roses, that smelled so sweetly and had so many lovely blushes, are blighted and spoilt! They are grown quite yellow, as you see this one, and have no longer any fragrance! What can have been the matter with them?"

"Poh, my dear little girl,--pray don't cry about it!" said Midas, who was ashamed to confess that he himself had wrought the change which so greatly afflicted her. "Sit down and eat your bread and milk. You will find it easy enough to exchange a golden rose like that (which will last hundreds of years) for an ordinary one which would wither in a day."

"I don't care for such roses as this!" cried Marygold, tossing it coutemptuously away. "It has no smell, and the hard petals prick my nose!"

The child now sat down to table, but was so occupied with her grief for the blighted roses that she did not even notice the wonderful transmutation of her China bowl. Perhaps this was all the better; for Marygold was accustomed to take pleasure in looking at the queer figures, and strange trees and houses, that were painted on the circumference of the bowl; and these ornaments were now entirely lost in the yellow hue of the metal.

Midas, meanwhile, had poured out a cup of coffee, and, as a matter of course, the coffee-pot, whatever metal it may have been when he took it up, was gold when he set it down. He thought to himself, that it was rather an extravagant style of splendor, in a king of his simple habits, to breakfast off a service of gold, and began to be puzzled with the difficulty of keeping his treasures safe. The cupboard and the kitchen would no longer be a secure place of deposit for articles so valuable as golden bowls and coffee-pots.

Amid these thoughts, he lifted a spoonful of coffee to his lips, and, sipping it, was astonished to perceive that, the instant his lips touched the liquid, it became molten gold, and, the next moment, hardened into a lump!

"Ha!" exclaimed Midas, rather aghast.

"What is the matter, father?" asked little Marygold, gazing at him, with the tears still standing in her eyes.

"Nothing, child, nothing!" said Midas. "Eat your milk, before it gets quite cold."

He took one of the nice little trouts on his plate, and, by way of experiment, touched its tail with his finger. To his horror, it was immediately transmuted from an admirably fried brook-trout into a gold-fish, though not one of those gold-fishes which people often keep in glass globes, as ornaments for the parlor. No; but it was really a metallic fish, and looked as if it had been very cunningly made by the nicest gold-smith in the world. Its little bones were now golden wires; its fins and tail were thin plates of gold ; and there were the marks of the fork in it, and all the delicate, frothy appearance of a nicely fried fish, exactly imitated in metal. A very pretty piece of work, as you may suppose; only King Midas, just at that moment, would much rather have had a real trout in his dish than this elaborate and valuable imitation of one.

"I don't quite see," thought he to himself, "how I am to get any breakfast!"

He took one of the smoking-hot cakes, and had scarcely broken it, when, to his cruel mortification, though, a moment before, it had been of the whitest wheat, it assumed the yellow hue of Indian meal. To say the truth, if it had really been a hot Indian cake, Midas would have prized it a good deal more than he now did, when its solidity and increased weight made him too bitterly sensible that it was gold. Almost in despair, he helped himself to a boiled egg, which immediately underwent a change similar to those of the trout and the cake. The egg, mdeed, might have been mistaken for one of those which the famous goose, in the story-book, was in the habit of laying; but King Midas was the only goose that had had anything to do with the matter.

"Well, this is a quandary!" thought he, leaning back in his chair, and looking quite enviously at little Marygold, who was now eating her bread and milk with great satisfaction. "Such a costly breakfast before me, and nothing that can be eaten!"

Hoping that, by dint of great dispatch, he might avoid what he now felt to be a considerable inconvenience, King Midas next snatched a hot potato, and attempted to cram it into his mouth, and swallow it in a hurry. But the Golden Touch was too nimble for him. He found his mouth full, not of mealy potato, but of solid metal, which so burnt his tongue that he roared aloud, and, jumping up from the table, began to dance and stamp about the room, both with pain and affright.

"Father, dear father!" cried little Marygold, who was a very affectionate child, "pray what is the matter? Have you burnt your mouth?"

"Ah, dear child," groaned Midas, dolefully, "I don't know what is to become of your poor father!"

And, truly, my dear little folks, did you ever hear of such a pitiable case in all your lives? here was literally the richest breakfast that could be set before a king, and its very richness made it absolutely good for nothing. The poorest laborer, sitting down to his crust of bread and cup of water, was far better off than King Midas, whose delicate food was really worth its weight in gold. And what was to be done? Already, at breakfast, Midas was excessively hungry. Would he be less so by dinner-time? And how ravenous would be his appetite for supper, which must undoubtedly consist of the same sort of indigestible dishes as those now before him! How many days, think you, would he survive a continuance of this rich fare?

These reflections so troubled wise King Midas, that he began to doubt whether, after all, riches are the one desirable thing in the world, or even the most desirable. But this was only a passing thought. So fascinated was Midas with the glitter of the yellow metal, that he would still have refused to give up the Golden Touch for so paltry a consideration as a breakfast. Just imagine what a price for one meal's victuals! It would have been the same as paying millions and millions of money (and as many millions more as would take forever to reckon up) for some fried trout, an egg, a potato, a hot cake, and a cup of coffee!

"It would be quite too dear," thought Midas.

Nevertheless, so great was his hunger, and the perplexity of his situation, that he again groaned aloud, and very grievously too. Our pretty Marygold could endure it no longer. She sat, a moment, gazing at her father, and trying, with all the might of her little wits, to find out what was the matter with him. Then, with a sweet and sorrowful impulse to comfort him, she started from her chair, and, running to Midas, threw her arms affectionately about his knees. He bent down and kissed her. He felt that his little daughter's love was worth a thousand times more than he had gained by the Golden Touch.

"My precious, precious Marygold!" cried he.

But Marygold made no answer.

Alas, what had he done? How fatal was the gift which the stranger bestowed! The moment the lips of Midas touched Marygold's forehead, a change had taken place. Her sweet, rosy face, so full of affection as it had been, assumed a glittering yellow color, with yellow tear-drops congealing on her cheeks. Her beautiful brown ringlets took the same tint. Her soft and tender little form grew hard and inflexible within her father's encircling arms. Oh, terrible misfortune!

The victim of his insatiable desire for wealth, little Marygold was a human child no longer, but a golden statue!

Yes, there she was, with the questioning look of love, grief, and pity, hardened into her face. It was the prettiest and most woful sight that ever mortal saw. All the features and tokens of Marygold were there; even the beloved little dimple remained in her golden chin. But, the more perfect was the resemblance, the greater was the father's agony at beholding this golden image, which was all that was left him of a daughter. It had been a favorite phrase of Midas, whenever he felt particularly fond of the child, to say that she was worth her weight in gold. And now the phrase had become literally true. And now, at last, when it was too late, he felt how infinitely a warm and tender heart, that loved him, exceeded in value all the wealth that could be piled up betwixt the earth and sky!

It would be too sad a story, if I were to tell you how Midas, in the fullness of all his gratified desires, began to wring his hands and bemoan himself; and how he could neither bear to look at Marygold, nor yet to look away from her. Except when his eyes were fixed on the image, he could not possibly believe that she was changed to gold. But, stealing another glance, there was the precious little figure, with a yellow tear-drop on its yellow cheek, and a look so piteous and tender, that it seemed as if that very expression must needs soften the gold, and make it flesh again. This, however, could not be. So Midas had only to wring his hands, and to wish that he were the poorest man in the wide world, if the loss of all his wealth might bring back the faintest rose-color to his dear child's face.

While he was in this tumult of despair, he suddenly beheld a stranger standing near the door. Midas bent down his head, without speaking; for he recognized the same figure which had appeared to him, the day before, in the treasure-room, and had bestowed on him this disastrous faculty of the Golden Touch. The stranger's countenance still wore a smile, which seemed to shed a yellow lustre all about the room, and gleamed on little Marygold's image, and on the other objects that had been transmuted by the touch of Midas.

"Well, friend Midas," said the stranger, "pray how do you succeed with the Golden Touch?"

Midas shook his head.

"I am very miserable," said he.

"Very miserable, indeed!" exclaimed the stranger. "And how happens that? Have I not faithfully kept my promise with you? Have you not everything that your heart desired?"

"Gold is not everything," answered Midas. "And I have lost all that my heart really cared for."

"Ah! So you have made a discovery, since yesterday?" observed the stranger. "Let us see, then. Which of these two things do you think is really worth the most,--the gift of the Golden Touch, or one cup of clear cold water?"

"O blessed water!" exclaimed Midas. "It will never moisten my parched throat again!"

"The Golden Touch," continued the stranger, "or a crust of bread?"

"A piece of bread," answered Midas, "is worth all the gold on earth!"

"The Golden Touch," asked the stranger, "or your own little Marygold, warm, soft, and loving as she was an hour ago?"

"Oh my child, my dear child!" cried poor Midas wringing his hands. "I would not have given that one small dimple in her chin for the power of changing this whole big earth into a solid lump of gold!"

"You are wiser than you were, King Midas!" said the stranger, looking seriously at him. "Your own heart, I perceive, has not been entirely changed from flesh to gold. Were it so, your case would indeed be desperate. But you appear to be still capable of understanding that the commonest things, such as lie within everybody's grasp, are more valuable than the riches which so many mortals sigh and struggle after. Tell me, now, do you sincerely desire to rid yourself of this Golden Touch?"

"It is hateful to me!" replied Midas.

A fly settled on his nose, but immediately fell to the floor; for it, too, had become gold. Midas shuddered.

"Go, then," said the stranger, "and plunge into the river that glides past the bottom of your garden. Take likewise a vase of the same water, and sprinkle it over any object that you may desire to change back again from gold into its former substance. If you do this in earnestness and sincerity, it may possibly repair the mischief which your avarice has occasioned."

King Midas bowed low; and when he lifted his head, the lustrous stranger had vanished.

You will easily believe that Midas lost no time in snatching up a great earthen pitcher (but, alas me! it was no longer earthen after he touched it), and hastening

to the river-side. As he scampered along, and forced his way through the shrubbery, it was positively marvellous to see how the foliage turned yellow behind him, as if the autumn had been there, and nowhere else. On reaching the river's brink, he plunged headlong in, without waiting so much as to pull off his shoes.

"Poof! poof! poof!" snorted King Midas, as his head emerged out of the water. "Well; this is really a refreshing bath, and I think it must have quite washed away the Golden Touch. And now for filling my pitcher!"

As he dipped the pitcher into the water, it gladdened his very heart to see it change from gold into the same good, honest earthen vessel which it had been before he touched it. He was conscious, also, of a change within himself. A cold, hard, and heavy weight seemed to have gone out of his bosom. No doubt, his heart had been gradually losing its human substance, and transmuting itself into insensible metal, but had now softened back again into flesh. Perceiving a violet, that grew on the bank of the river, Midas touched it with his finger, and was overjoyed to find that the delicate flower retained its purple hue, instead of undergoing a yellow blight. The curse of the Golden Touch had, therefore, really been removed from him.

King Midas hastened back to the palace; and, I suppose, the servants knew not what to make of it when they saw their royal master so carefully bringing home an earthen pitcher of water. But that water, which was to undo all the mischief that his folly had wrought, was more precious to Midas than an ocean of molten gold could have been. The first thing he did, as you need hardly be told, was to sprinkle it by handfuls over the golden figure of little Marygold.

No sooner did it fall on her than you would have laughed to see how the rosy color came back to the dear child's cheek and how she began to sneeze and sputter!--and how astonished she was to find herself dripping wet, and her father still throwing more water over her!

"Pray do not, dear father!" cried she. "See how you have wet my nice frock, which I put on only this morning!"

For Marygold did not know that she had been a little golden statue; nor could she remember anything that had happened since the moment when she ran with outstretched arms to comfort poor King Midas.

Her father did not think it necessary to tell his beloved child how very foolish he had been, but contented himself with showing how much wiser he had now grown. For this purpose, he led little Marygold into the garden, where he sprinkled all the remainder of the water over the rose-bushes, and with such good effect that above five thousand roses recovered their beautiful bloom. There were

two circumstances, however, which, as long as he lived, used to put King Midas in mind of the Golden Touch. One was, that the sands of the river sparkled like gold; the other, that little Marygold's hair had now a golden tinge, which he had never observed in it before she had been transmuted by the effect of his kiss. This change of hue was really an improvement, and made Marygold's hair richer than in her babyhood.

When King Midas had grown quite an old man, and used to trot Marygold's children on his knee, he was fond of telling them this marvellous story, pretty much as I have now told it to you. And then would he stroke their glossy ringlets, and tell them that their hair, likewise, had a rich shade of gold, which they had inherited from their mother.

"And to tell you the truth, my precious little folks," quoth King Midas, diligently trotting the children all the while, "ever since that morning, I have hated the very sight of all other gold, save this!"

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