Figure of Speech Analysis of The Thrill of it All Album by Sam Smith Using Perrine’s Theory and Its Contribution of Teaching Poetry

T. Prasetyo, Fitriana Yulianti
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Abstract

The main aim of this research is to identify the types of Figure of Speeches in Sam Smith’s songs’ lyrics in the album The Thrill of It All, to identify the Figure of Speech most dominant in Sam Smith’s songs’ lyrics in the album The Thrill of It All, and to find out the contributions of Sam Smith’s songs’ lyrics in the album The Thrill of It All in teaching Poetry. This research is a qualitative research which analyzes the Figure of Speech Analysis of The Thrill of It All Album by Sam Smith using Perrine’s Theory and It’s Contribution of Teaching Poetry. Documentary research is used to collect the data, not only collecting and writing in quoting form but also finding the result of the analysis of the document. The data of the research are analyzed by listening, reading, identifying, classifying, calculating, and making a table of the data. The result indicated that the writer found 8 kinds of figures of Speech which are found in The Thrill of It All song’s album by Sam Smith. They are metaphor (7.8%), personification (6.2%), apostrophe (3.8%), synecdoche (3.8%), symbol (50.4%), paradox (7%), hyperbole (16.3%), and irony (4.7%). Then, the most dominant Figure of Speech that is used in songs lyrics is Symbol with a percentage 50.4%. The contributions such as this song lyrics could be the media to enhance the knowledge of Poetry, that could attract the student by reading the content of it and improve knowledge of the students of Poetry.
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用佩林的理论分析山姆·史密斯的《兴奋的一切》专辑及其对诗歌教学的贡献
本研究的主要目的是识别山姆·史密斯专辑《The Thrill of It All》歌词中的修辞手法类型,识别山姆·史密斯专辑《The Thrill of It All》歌词中最主要的修辞手法,并找出山姆·史密斯专辑《The Thrill of It All》歌词在诗歌教学中的贡献。本研究是一项质性研究,运用佩林的理论分析山姆·史密斯的《激动的一切》专辑的修辞分析及其对诗歌教学的贡献。文献研究法是收集资料的一种方法,不仅要以引用的形式进行收集和写作,还要找到对文献的分析结果。通过听、读、识别、分类、计算、制作数据表等方法对研究数据进行分析。结果表明,作者发现了8种修辞格,这些修辞格出现在山姆·史密斯的专辑《The Thrill of It All》中。它们分别是隐喻(7.8%)、拟人化(6.2%)、撇号(3.8%)、提喻(3.8%)、象征(50.4%)、悖论(7%)、夸张(16.3%)和反语(4.7%)。其次,歌曲歌词中使用最多的修辞格是象征,占50.4%。像这首歌词这样的贡献可以成为提高诗歌知识的媒介,可以通过阅读内容来吸引学生,提高学生的诗歌知识。
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