the Representation of Blonde Girl through Elle Woods as the major character in the film "Legally Blonde "

THE REPRESENTATION OF BLONDE GIRL THROUGH ELLE WOODS AS
THE MAJOR CHARACTER IN THE FILM "LEGALLY BLONDE"
A Thesis
Submitted to Letters and Humanities Faculty in Partial Fulfillment
ofthe Requirements For the Strata One Degree

Universitas Islam Negeri
SYARIF HIDAYATULLAH JAKARTA

klasilikosi :

.- .

ENGLISH LETTERS DEPARTMENT
LETTERS AND HUMANITIES FACULTY
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA

Citraminarti, The Representa:'on of Blonde Girl through Elle Woods as the
Major Character in the film "Legally Blonde ". Thesis. Jakarta: English Letters

Department, Faculty of Letters and Humanities, State Islamic University Syarif
Hidayatullah Jakarta, July 2009
This research analyzes the stereotypes of blonde girl in the film Legally Blonde.
The aim of the study was to find the answers to the main research question: "How
does this film represent the stereotype of Blonde girl through the major character
Elle Woods?"
The datas of this research are analyzed using representation concept.
Representation is the way we think about ourselves and construct our own
narration tot3lly. The datas of this research are collected from the unit analysis
and the other sources.
The research shows that the stereotype of blonde girl in the film Legally Blonde is
still presented in this film through Elle's beauty, appearance, life style .and
personality. While in this film, there is a special characteristic, which is not
suitable with the stereotype that this film emphasizes. Elle Blonde is described as
a blonde, who has a smart brain and good in educ8tion. So, her confidence of
being a blonde gid makes her success.

APPROVEMENT

THE REPRESENTAnON OF BLONDE GIRL THROUGH ELLE WOODS AS THE

MAJOR CHARACTER IN THE FILM "LEGALLY BLONDE"

A Thesis
Submitted to Letters and Humanities Faculty
in Partial Fulfillment of the Requirements For
the Strata One Degree

Citraminarti
ｎｉｾＮ

104026000949

Approved by

Innayatul Chusna.

ｾＮ

Hum

NIP. 150331233
Supervisor

ENGLISH LETTERS DEPARTMENT
LETTERS AND HUMANITIES FACULTY
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA

2009
ii

,
LEGALIZATION

The thesis entitled "The Representation of Blonde Girl through Elle Woods as the
Major Character in the Film Legally Blonde" has been defended before the Letters
and Humanities Faculty's Examination Committee on August 19,2009. The thesis
has already been accapted as a partial fulfillment of the requirements for the Strata
One Degree.

Jakarta, August 19 , 2009

Examination Committee

Chair Person,

Secretary.

ＭＣｴＯ＿ｾ

Drs. A Saefuddin, M.Pd
NIP. 150 261 902

Members:

Dr.H.
NIP
ｾ

ｾｍＮｐ､

Elve Oktafiyani, M.Hum
NIP. 150317725

299 480

iii

DECLARATION

I hereby declare that this submission is my own work and that, to the best of my
knowledge and belief, it contains no material previously published and written by
another person nor material which to a substantial extent has been accepted for the
award of any other degree or diploma of the university or other institution of
higher learning, except where due acknowledgement has been made in the text

JakaJ1a, August 19, 2009

Citraminarti

iv

3. All the writer's classmates and friends who are not mentioned, who have given
their support and meaning offriendship.
May Allah bless us. Finally, the writer realizes that this thesis is far from
being perfect. Accordingly, the writer hopes any suggestion and criticism for
this thesis.

Jakarta, August 19, 2009

Citraminarti

vi

B. Stereotype of Blonde in the Film.......................................

.

CHAPTER III. RESEARCH FINDINGS.............................................

14
17

A. Introduction..............

17

B. Representation of Blonde through Elle Woods...................

20

CHAPTER IV. CONCLUSION..............................................................

29

A. Conclusion..................................................................................... 29
B. Suggestion...................................................................................... 31
BIBLIOGRAPHy..................................................................................... 32
APPENDICES.............................................................. ......

34

TABLE OF CONTENTS

ABSTRACT

.

APPROVEMENT....................................................................................

ii

LEGALIZATION....................................................................................

iii

DECLARATION.....................................................................................

iv

ACKNOWLEDGEMENT......................................................................

v

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

vii

LIST OF PICTURES........................................................................

ix

LIST OF APPEI\'DICES •..............................................•.........

x

CHAPTER 1. INTRODUCTION...........................................................

1

A. Background of the Study

.

B. Focus of the Study........................................................................

3

C. Research Question...............

3

D Significance of Research.............................................................

3

E. Research Methodology................................................................

4

I. Objective..................................................................................

4

2. Method

4

3. Data Analysis..........................................................................

4

4. Instrument of the Research.....................................................

5

5. Unit of Analysis......................................................................

5

6. Time and Place

5

CHAPTER 11. THEORETICAL FRAMEWORK.

6

A. Cultural Studies..........................................................................

6

I. Represelltation........................................................................

8

2. Stereotype................................................................................

10

3. Costume and Make-Up..

12

LIST OF PICTURES

1. Picture I. Elle in the swimming pool. Page 21.
2. Picture II. Elle is bringing books. Page 22.
3. Picture JII. Elle in the finn. Page 24.
4. Picture IV. Elle in the court. Page 26.
5. Picture V. Comparison of picture 1,2,3 and 4. Page 30.

Ix

CHAPTER I
INTRODUCTION

A. Background of the Study
Film is the illustration of the values that we hold in life, such as love and
romance, hero and heroine, etc. It provides us with a giant mirror; a reflection of
the values, the half-truths and the ideals of society. It does because the writers,
directors and producers are successful at trapping into people's personal
emotional treasure crests and translating them into the film. Thus, a film plays a
large part in formulating

ｰｾｯ ｬ･Ｇ

s attitudes, beliefs and ideals because they all

incorporate rerceived mediated reality back into their real lives.
Ｌｳｹ｡､ｾｷｯｎ

film is considered to be an important art [orin and a source of

popular entertainment that people mostly like. Many films that raise many
theories aad criticisms such as feminism, religion, political, representation of a
group of people and others emerge around the world. Some of them have become
popular worldwide attractions.
Talking about film, which raises representation of blonde stereotype, there
are several films that describes blonde stereotype, such as 27 Dressed, the Hunny

Bunny, etc. 27 Dressed film presents a blonde girl who will get married. In
preparing her wedding, she wants to have perfect appearance, especially in her
dressing. By this film, we can conclude that blonde, in general, always makes
their appearance perfect. AnQther exam pic is the Hunny Bunny film. It shows a

2

very stereotype blonde girl who gets joke by others because of her plain and
innocent blonde. This film also shows peoplc that others always underestimate
blondes and blondes are often being ajoke for them.

Legally Blonde movie is adopted the idea of blonde girls stereotype. This
movie is using blonde girl' as main character named Elle Woods. Elle Woods is a
California blonde with couture clothes, fabulous friends, and the popular
boyfriend and she is a blonde girl who wants to be considered as a serious person
by entering Harvard Law School. In Harvard, Elle gets many discriminative
actions because of her Blonde label. Everybody treated her inappropriately
because of her blonde hair and appearance. People in Harvard think that Elle is
just like the stereotype of blonde girls. She is confirming the idea of blonde girls
at the first time. But in the end, she challenges the blonde stereotype through some
actions. She wants to change people's opinion toward her by studying hard. She
wants to prove that she is as smart as any other students. At first she gets rejection
and denial toward her brain's capacity. But then she can prove that she is as smart
as any other stlJdents by winning a murder trial. She wins the murder trial because
of her knowledge in hair care treatments. In the end, she gets all that she wants.
She gets a smart handsome boyfriend named Emmet Richmond and friends
named Vivian Kensington who at first becomes her rival in love and law sch001.
She also gets a job offer from a Prestigious Law Firm on Boston.
Through this fi 1m, we can see that a blonde girl can reach the acceptance
by others in education quality, because blonde in reality is considered as women

I

See Chapter II.

3

. who have lack capacity in education, so the others are often underestimating them.
So, by using representation 2 concept, it will show how this film presents Blonde.

B. Focus of the Study
This research focuses on the study of representation on Robert Luketic's
film entitled Legally Blonde, which analyzes the representation of Blonde's
stereotype through the major character, Elle Woods in struggling herself in
Harvard Law School community, who humbles her.

C. Research Question
Based on the background and the focus of the study above, there is an
interesting question to bc analyzed, "How does this film represent the stereotype
of blonde girl through the major character IOlie Woods?"

D. Significance of the Study
The writer hopes the result of the study can be used:
I. For other readers who are interested to study literature and film, so they
can increase the new and some significant information abollt them,
especially abollt 'Legally Blonde' film.

2

Representation: Direct expressions or practices that represent an object or other practice in

reality.

4

2. As one of the references in the English Educational Institution, especially
for the English Letters Department of Faculty of Letters and Humanities,
State Islamic University Syarif Hidayatullah Jakarta.
3. For other researches that want to do a study and get more knowledge about
Self-Identity, especially about the representation of Blonde's stereotype in
struggling herself in Harvard Law School community, on 'Legally Blonde'
film by Robert Luketic.

E. Research Methodology
1. The Objective

The purpose of this research is to see the representation of Blonde's
stereotype in struggling herself in HarvarJ Law School community by
reflecting her own self-narration on 'Legally Blonde'.

2. The Method
This study uses the qualitative method, which tries to explore all
phenomena that are related to the problems that appear in the story. It is
mainly based on the verbal data that are taken from the film.

3. Data Analysis
In this analysis, the writer explains all data in film' Legally Blonde' by
analyzing the concept of 'representative'. The steps are by analyzing the

5

stereotype of blonde girl in the film and analyzing the actions that the major
character does in making her new image that can be accepted by other people.

4. The Instrument
This qualitative method signifies the writer's self as the instrument to get
data about self-identity of Blonde's struggle, which is shown in film 'Legally

Blonde' by Robert Luketic by examining the dialogues, the costumes and
make up of the character in the film, and marking the impOltant event entirely
that are happened in the film.

5. The Unit Analysis
The unit analysis of this research is film 'Legally Blonde', which is
directed by Robert Luketic and written by Amanda Brown that is presented in
200 I by Metro-Goldwyn-Mayer Pictures.

Legally Blonde introduces a Blonde female who wants to adapt and
struggle

ｨｾｲｳ･ｬｦ

from tI,e community who humbles her.

6. Place and Time of the Research
The writer stalts this researeh on June 2008, and it is located in English
Letters Department, on Faculty of Letters and Humanities, State Islamic
University (UIN) SyarifHidayatuliah.

CHAPTER II
THEORETICAL FRAMEWORK

A. Cultural Studies
Cultural studies

IS

the interdisciplinary or post-interdisciplinary that

studies the making of maps of a definition. 3
According to Bennet (1998), there are four elements of cultural
studies definition:
1.
Cultural studies are the interdisciplinary section, which use
any perspective of discipline to analyze the relationship
between culture and politics selectively.
2.
Cultural studies are interested in any kinds of practice,
organizaticn and classification system that concentrate with
norms, beliefs, competencies, activities and specific actions
in a population.
3.
Cultural studies explore any kinds of power, gender, race,
class, colonialism. etc. It studies the relationship of power
a:1d ways to ､ｾ｡ｴｳｲ･ｮｵ
the culture and power that are
usually used in a population to make changes.
4.
Cultural studies try to have connection with social, politics,
workers in cultural organization, and cult,lral management.4
Cultural criticism or cultural studies does not offer a single way of
analyzing literature. No central methodulogy is associated with cultural studies.
The term cultural studies refers to a relatively recent interdisciplinary field of
academic inquiry. This field borrows methodologies from other approachcs to
analyze a wide rangc of cultural products and practice.
To understand cultural studies, people have to know a bit about its origin.
The cultural critic, therefore, does not study fixed aesthetic objects as much as
3

•j

Chris Barker, Cultural Studies Teo!'i dan Praktik. Peneljemah Tim KUNCI Cullural Studies
Center (Yogyakarta: Bentang, 2005), p. 515.
Ibid. p. 9

7

dynamic social processes. The critic's challenge is to identify and understand the
complex forms and effects of the process of culture.
A chief goal of cultural studies is to understand the nature of social power
as reflected in "text".5 For example, if the object of analysis were a sonnet by
Shakespeare, the cultural studies adherent might investigate the moral,
psychological, and political assumptions reflected in the poem and then
deconstruct them to see what individuals, social classes, or gender might benefit
from having those assumptions perceived as true. The relevant mission of cultural
studies is to identify both the overt and covert values reflected in a culture
practice. The cultural studies critic also tries to trace out and understand the
structures of meaning that hold those assumptions in place and give them
appearance of objective representation. Any analytical technique that helps
illummate these issues is employed.
Theoretically, a cultural studies critic might employ any methodology.
Practically, however, he or she will most often borrow concepts from
deconstruction, Marxist analysis, gender criticism, race theory and psychology.
Each of these earlier methodologies provides particular analytical tools that
cultural critics lind useful. What cultural studies borrows from deconstructionism
is its cmphasis on uncovering conflict, dissent, and contradiction in the works
under analysis.

Whereas traditional

critical

approaches often

sought to

demonstrate the unity of a literary work, cultural studies often seeks to portray
social, political and psychological conflicts it masks. What cultural studies

5

Ibid.

8

borrows from Marxist analysis is an attention to the ongoing struggle between
social classes, each seeking economic (and therefore political) advantage.

6

Cultural studies often asks questions about what social class created a work of art
and what class or classes served as its audience. Among the many things that
cultural studies borrowed from gender criticism and race theory is a concern with
social inequality between the sexes and the races. It seeks to investigate how these
inequities have been reflected in the texts of a historical period or a society.
Cultural studies, is above all, a political enterprise that views literary analysis as a
means of furthering social justice.?
There are some key concepts of cultural studies, such as culture,
representation, power, text and reader, subjectivity and identity, etc. This research
analyzes the representation concepts.

1. Representation

Representation is direct expressions or practices that represent an object or
other practice in reality.' In literary, representation is commonly defincd in three

o
7

8
9

Ibid. p. 17
X. J. Kennedy and Dana Gioia, Literature: an introduction tojiction, poelly, and drama, ninth
edition (United States: Longman, 2005), p.2245-2246,
Chris Barker (2005), OfJ.cil. p.523.
Anonymous, Dictionary, Representation. Accessed on October 29, 2008

http://dictionary.reference.com/browsclreprescntation,p.l .

9

I. To look like or resemble
2. To stand in for something or someone
3. To present a second time to re-present

Representation is a social process frOll' 'representing' through the availble
signing system: dialogue, paper, video, film, photography, etc. It means a process
of the abstract ideological concepts' changes in the concrete forms. So, our vision
about love, war, etc. will appear in the practice things. In conclusion,
rcpresentation is a definition production through the language.
According to Stuart Hall (1997), There are two processes
of representation. First, mentally representation that
focuses on 'something', which is in our mind (conceptual
map). This representation is still being abstract. Second,
'language', which has an important role in constructing
the definition. Abstract concept must be translated into
lazim 'language' in order to relate the concepts and ideas
about something with the certain signs or symbols. 10
The first process is to definite the world by constructing something with
'conceptual map' system. In the second process, people construct the 'conceptual
map' with the language or symbol, which has function to represent the concepts
about something. Relation between 'something', 'conceptual map' and 'language

10

Nuraini luliastuti, BagaimanQ Representasi Menghubungkan Makna dan Bahasa da/am
Kebudayaan?, Represcntasi. Accessed on October 29,2008.
htlp:llkunci.or. id/esaiinws/04/rcpresentasi .htm,p.1-2.

II

humbled", between "us" and "them". 13 This case shows the power work in giving
stereotype and the role in excluding another group from social role, symbolic, and
moral.

Stereotypes are not accurate representations of grC'lps, rather they arise as
a meanS of explaining and justifying differences between groups, or system
justification. Social status or group position dctermines stereotype content, not the
actual personal characteristics of group members. Groups, which enjoy fewer
social and economic advantages, will be stereotyped in a way that helps explain
di3parities, such as lower employment rates. Although disadvantaged group
members may have greater difficulty finding a job due to in-group favoritism,
racism, and related social forces, the disadvantaged group member is unjustifiably
characterized as 'unmotivated' (he could find a job if he looked hard enough),
'unintelligent' (he's not smart enough to have that job), and 'lazy' (he would rather
take hand-outs than work).

Stereotypes focus upon and thereby exaggerate differences between
groupS.14 Competition between groups minimizes similarities and magnifies
differences. This makes it seem as if groups are very different when in fact they
may be more alike than different. For example, alilong African Americans,
identity as an American citizen is a more salient categorization than racial
background; that is, African Americans are more American than African. Yet

11

Chris Barker (2005), op.ei/. 328-

14

Anonymous, Dictionary, Stereotype, loc.cil.

12

within American culture, Black and White Americans are often seen as
completely different groups.

Since there has been a human species, individuals havp been different
from one another. Persons have gravitated to groups of other persons like
themselves. People create and develop categories of qualities by which to classify
the groups; some were based on ancestry. Many of these groupings have become
the key factors in determining which groups have political, social, and economic
power in the world.

For individual people there can be both positive and negative effects of a
stereotype, which is seen to apply to them. The overall effects of stereotyping are
seen by many to always be negative. Some people believe that stereotypes are
generally based on actual differences. Others believe that they are always false
generalizations (by definition). For some individual people the effects of this
might be positive or negative - a separate issue to whether they are positive or
negative for society. Simply because

H

feature

ｯｦｾＮ

character can be categorized as

being typical, it does not make the entire character a stereotype.

3. Costume and Make-Up in the Film
Costume has specific functions

111

the total film, and the range of

possibilities is huge. Erich Von Stroheim, for instance, was a passionately
commiUed to authenticity of dress as of setting, and he was said to have created
underwear that would instill the proper mood in his actors even though it was
never to be seen in the film. In Griffith's Musketeers of Pig Alley Lilian Gish

13

appears in a faded and threadbare dress, which summarizes the poverty in which
her character lives.
On the other hand, costumes may be quite stylized, calling attention to
their purely graphic qualities. Costume may furnish props for the film's ongoing
narrative system. Film genres make extensive use of costume props. The film
director Guido in Fellini's 8.5 persistently uses his sunglasses to shield himself
from the world. To think of Dracula is to think of how his billowing cape enwraps
him, unfolds, and closes decisively around the victim. In cinema any portion of a
costume may become a prop: a pince-nez (Potemkin), a pair of shoes (Strangers

on a Train, The World of Oz), a cross pendant (Ivan the Terrible), a jacket (Le
Million).
As in the discussion of L 'Argent and Play Time, costume is often closely
coordinated with setting. Since the filmmaker usually wants to emphasize the
human figures, setting may provide a more or less neutral background, while
costume helps pick out the characters. Color design is particularly important here.
Or the director may also choose to match the color values of setting and costume
more closely.
All these points about costume apply equally to a closely related area of
mise-en-scene

I5

,

the actors' make-up. Make-up was originally necessary because

actors' faces would not register well on early film stocks. And, up to the present,
it has been used in various ways to enhance the appearance of actors on the
screen. Over the course offilm history. a huge range of possibilities has emerged.

15

Susan Hayward, Cinema Studies: The Key Concept 31'd edilion, (New York: Routledge, 2006),
p.2S3

15

Blonde jokes have been criticized as sexist by several authors, as most
blondes in these jokes are female, although male variations also exist.

19

Research

indicates that because of this, men find blonde jokes significantly more amusing
than women say they do. 2o

The stereotype of the "dumb blonde" may have emerged with the
development of films, television and magazines as early as the I920S.21 Some
experts cite its first appearance in the 1920s novel Gentlemen Prefer Blondes, by
Anita Loos, which was made into a silent film in 1928 and later into a 1953 movie
3tarring Marilyn Monroe (who was said to have had an IQ higher than Einstein).
Released in 1953, this story is about two showgirls-a clueless blondes and a sassy
brunette. While perhaps highlighting the "fun" side of blondes (in fact, brunette
women held a demonstration protesting the movie, showing that brunettes could
be just as much fun), this certainly did nothing to showcase their intelligence.

As in the background of the study, there are two films that can represent
ｴｨｾ

stereotype of blonde girl. They are 27 Dressed and the Hunny Bunny. Both of
those films describes about blondes who always concern on their appearance

without thinking about their intelligence.

19

Anna B1undy (2007-08-25). 'Blonde 'jokes aren'//unny - No olher minority would stand/or this
cruel stereotyping. Spectator, the (Roniford): 18-19.1SSN.00386952. Accessed 011 September
10, 2009. hltp://el7.11'ikipedia. org/11'iki/Dulllb_blonde.

20

D. Greenwood; LM Isbell (2002). "Ambivalent Sexism and the Dumb Blonde: Men's and
Women's Reactions to Sexist Jokes". Psychology of IVomen Quarterly (Blackwell Publishers)
26 (4): 341-350. doi: 10. I 111/1471-6402.tO 1-2-00073. Accessed all September 10,2009.

21

hftp:J/en.wikipedia. org/lI'ikilDumbｾ blonde.
Solorya, Dumb Blonde Stereotype ｾ Myth or raCI, Accessed on October 29, 2008
http://hllbpages.com/hlib/DlIm b- Blonde-Slereolypc-- Mylh-or- Facl, p. I.

16

Those are about all the things that blondes do, which obviously are also
done by girls with every other hair color.

CHAPTER III
RESEARCH FINDINGS

The writer divides this chapter into two parts. First, the writer will analyze
the general description of Legally Blonde fi 1m. Then, the writer will analyze the
changes that Elle made to get achievement in her new environment that cannot
accept her label as a blonde at the first time.

A. Introduction
Legally Blonde is a film in which a beautiful woman, Elle Woods, defies
the convention of the dumb blonde to become a top lawyer. Blondes do not have a
very good reputation; they are seen having lack intelligence. Legally blondp
portrays this image very well through Elle Woods. As the credits are being shown
at the beginning of the film, the first thing the audience is shown is a mane of
perfect golden blonde hair. This instantly shows the blonde theme to the audience.
Everything to start with is very stereotypical in this film.
As the other blonde, like Barbie, Elle Woods is beautiful and charming
girl. She is a tall, thin, blonde haired, blue eyes girl, the typical female in which
society sees as perfect. Along with these things, she also is in a sorority, and is
portrayed as a dumb blonde with no common sense, and she always makes her
appearance perfect. Most of blondes like bright and girlie color, such as pink. So,
blondes are often being boys' attention because boys find blondes more attractive,

18

whether they are natural or not. Blondes may have more fun, but apparently they
don't always get promoted. A study by U.K. retailer Superdrug found that 62% of
people think brunettes22 look more professional at work.

23

As blonde, she also has unique personality. She does her activities and
duties with her unique ideas and with no consideration of others' estimations. She
always be her real self and makes sure that she looks perfect in any appearance.
Elle comes from a rich family, who is proud with their blonde and often
underestimate to brunettes and also law school. Elle's mother and father are both
very wealthy and live in a large and impressive house with a swimming pool. Her
father, also, is always seen holding a martini. This is a stereotypically upper-class
drink.

24

They also concern with their style. Being an actress or getting

achievements in any beauty contests is a pride for them rather than being a
politician or someone with formal and serious occupation, because they thought
that Harvard Law School is only for boring and ugly people.
DANIEL:
Sapphire puts
ELLE:
DANIEL:

(frowning) Law school?
a hand to her throat in distress. Elle is confused.
It's a perfectly respectable place...
Sweetheart, you don't need law school. Law school is for
people who are boring and ugly and Serious. And you,
button/are none of those things.
Sapphire is in agreement.
SAPPHIRE: You were first runner-up in the Miss Hawaiian Tropic
contest. Why throw all that away?
ELLE:
Because this is what I want. I've worked hard for it. Don't
you understand that this is important to me?

22

Women with brown hair, brown eyes.

23

Francine Huff, Can goingfrom Blond /0 Brunette really improve your career? Comparison.

24

to-brunette-really-improve-your-carccrl p.l.
Anonymous, Deconstruction olLegally Blonde, Film. Accessed on May 25, 2009.

Accessed on May 25, 2009. http://www.walletpop.comlblog/2009/03/19/ean-going-fl.om-blond-

http://www.coul.sewol.k.info/AS_and_A_Level/Media_ Studies/Films/Deconstl'lIction_oCLegal I
y_ Blonde_ L833940.htl11l, p. I.

19

One of the proofs that can show Elle is a rich girl is her lovely Chihuahua.
Chihuahuas were used in religious ceremonies and were pets to the upper class.

25

Some people consider blondes as dumb girls. Blondes only think about
having fun, spend their parents' money and like many extravagant facilities. So,
many people want to get closer with blondes only for playing or even deceiving
them.

c

SALESWOMAN: (sot. to) There's nothing I love more than a dumb
blonde with daddy's plastic.
SALESWOMAN: Did you see this one? We just got it in yesterday.
Elle fingers the dress, then the new price tag, looking back at the
saleswoman, excited.
ELLE: Is this a low-viscosity rayon?
SALESWOMAN: Uh, yes - of course.
ELLE: With half-loop top-stitching on the hem?
SALESWOMAN: (smiling a lie) Absolutely. It's one ofa kind.
Elle hands the dress back to her, no longer pretending to be excited.
ELLE: It's impossible to use a half-loop topstitc.h on lew-viscosity rayon.
It would snag tht fabric. And you didn't just get this in, because I
remember it from the June Vogue a year ago, so if you're trying to
sell it to me at full price, you picked the wrong girl.
The saleswoman slinks off, embarrassed.
The quotation above shows how people very underestimate Blonde about

the update information of dressing. The saleswoman thought that Elle could be
cheated and deceived by saying the high price of the old dress. But Elle is
different from the Saleswoman's assumption. She has smart brain. Actually, she is
a Homecoming Queen, the President of Delta Nu, the first runner-up in the Miss
Hawaiian Tropic contest, she has got a Bachelor Degree from USC with 4.00 in
fashion major, and she gets a one-seventy-nine on her LSATs. So, she is able to

25

American Kennel Club, Article, Chihuahua. Accessed on May 25, 2009.
http://www.akc.org/breeds/chihuahua/index.cfm, p. 2.

20

enter Harvard Law School, honorable graduate and be a real lawyer. She gets
these achievements with her skill, creativity, ability and smartness.
Those characters above are just little samples that can show the stereotypes
of Elle as

ｂｬｯｮ､ｾＮ

Besides those characters, Elle has difference characteristic than

other Blonde, that is rarely been in other Blonde' self.

B. Representation of Blonde Girl throngh Elle Woods
In this film, Elle is described as real blonde girl. It is seen from her
physical appearance, style and also life style. She is beautiful and she very
concerns on beauty, so she joins many activities and contests that are related to it,
and it makes her proud. Her looks are always perfect in every moment. She uses
bright color of her clothes with matching accessories. Her make up and hairstyle
are always neat. She also often goes to the beauty corner to

ｴｾｧ

her appearance

perfect, from hair to toe. She spends her time reading fashion magazines and
talking movie stars out buying "truly hideous angora sweaters. Not only in
appearance, her room is also arranged colorful and uniquely. Her lifestyle is
shown in the beginning of the film that she likes being relaxed, shopping, having
party and doing something fun.
Blondes are also attractive

111

everything. They always do something

uniquely as themselves, so does Elle. In making her essay, which is one of
Harvard Law School requirements, she does it in different way that cannot be
thought by other students. She is sure that the Professors can accept it. She does

21

not care with their formal requirements, she only does what she wants to do and
be herself.

Picture I
From the picture above, we can see her unique style in ｾｮｩｫ｡ｭ

her essay.

She does it in swimming pool with her sexy bikini, but she looks so confident,
even it will be submitted for a formal requirement
In that picture, she wears pink bikini. It can represent sexy and girlie
blonde, but it is not suitable for the essay. The situation in the

ｾｮｩｭ ｷｳ

pool is

described for relaxing place. Here, she is described as a girl who still wants to
enjoy her leisure time. However, she can be accepted at Harvard Law School.
At the first day getting in Harvard Law School, she is very confident with
her performance. In fact other students pay a great attention to her, because they
think her appearance is vcry weird and not suitable to be there, she brings her
blonde attitude there and everyone

｢･ｾｩｮｳ

to underestimate her abilities based on

her looks.
With a beauty queen smile in place, she strides into the dorm as the other
students watch in amazement.

23

considered to be.2 6 Her simple clothes, accessories, and hairstyle describe her as a
simpler blonde who does not really concern with the appearance and she just
wants to focus on her study.

The unique side of this picture is she brings many books. It is a very scarce
view. Blondes like having fun and never notice about study, so they are called as
dumb blondes. But in this picture, Elle shows the different sides of blonde that can
make people amaze her. The fact that she is carrying books whilst still appearing
as stunningly beautiful engages the idea that her books are both a strong and
important prop as they symbolically exchange he!" for inteliigence. It begins to
prove us that Elle is different with other blondes. She is a smart blonde and is able
to be as well as other students in education.
Afte!' changing her style and her lifestyle, from going to beauty corner to
go to library, finally she feels acceptable there. She is able to do her lessons,
active in every class discussion and also work at her lecturer's finn.
Since working at Mr. Donovan firm, she feels as part of the other
employee and begins to wear not only dark, but also formal clothes.

26

Jurgita, Hair and character, Hair stereotype. Accessed on May 25, 2009,

http://www.jurgita.com/articlcs-id2319.html. p. I.

24

Picture 3
We can see the difference between this picture and picture 1. In this
picture, Elle leaves a part ofhcr unique style. She thinks that she has to follow the
office rules by ｵｳｩｮｾ

faultlessly and spruce up dressed. It means she really wants

to prove her seriousness to join the firm and she really wants to be a part of them
totally. But, allain, she still shows her style by wearinll a red brooch in her formal
suit, and she also combs her hair tidily.
From the walkinll style, it shows us that she is very certain and proud of
this condition. It is different with her friend behind her, Vivian. She is looked
afraid and suspicious that Elle will be her real rival and she has not believed that
Elle, who is a blonde, can be as good as her. Then, the arrangement of their
walkinll also shows the victory of Elle by walkinll priory, and she hopes she can
be number one in the future and accepted by other students.
In her certainty of beinll acceptable by everyone, suddenly she knows that
her lecturer gives her chance to work at his firm is not because she is smart, but it
because he still looks Elle as a sexy and charming blonde girl who wants to do
anything tu get what she wants.

25

OUTSIDE DONOVAN'S OFFICE
Sarah walks down the hallway, glancing in Donovan's office to see HER POV - Donovan's hand sliding up EIIe's skirt. She shakes her head
in disgust, & heads off- NOT SEEING
INT. DONOVAN'S OFFICE
Elle stares at Donovan in horror, then grabs his hand - stopping its
journey upward.
ELLE:
(upset) You're hitting on me?
DONOVAN: You're a heautiji" girl, Elle.
said
ELLE:
So
everything
you
just
-?
knows
what
I
want.
DONOVAN: I
'm
a
man
who
Elle rises, stung. She stares at him for a beat.
ELLE:
And I'm a law student who's finally realized her professor
is a pathetic asshole.
She walks out.
DONOVAN: (calling out) Too bad. I thought you were a law student
who wanted to be a lawyer.
Elle keeps walking.
From that dialogue, it is seen that her lecturer still considers her as a
common blonde, who can be deceived only with brighter career offer. It makes
her feeling down and she is very disappointed with this situation that cannot make
her to be an acceptable blonde in Harvard Law School. What she has done is all
wasted away. She thought th8t no one could accept her by looking at her brain and
skill. In fact, she is not more than a dumb blonde and blonde is still a blonde. All
of her efforts are the wrong things. Being same with them cannot be seen as them
totally. So, she decides to give up and return to her real comfort style.

ELLE:
EMMETT:
ELLE:
EMMETT:
She snorts.
ELLE:

I 'm quitting.
Whoa -- Why?
Law school was a mistake. Getting this internship was a
mistake.
What're you talking about? You earned itI didn't earn anything. I got this internship because
Donovan liked the way I looked. Which he made clear
tonight when he tried to feel me up.

26

Emmett looks pissed as he processes this.
EMMETT:
(mind reeling) So now you're-?
ELLE:
Going back to LA. Maybe I can fulfill my destiny as a
useless bimbo and join the Swedish Bikini Team. No more
navy blue suits. No more panty hose. No more trying to be
something I'm not.
The

､ｩ｡ｬｯｾ･

above shows her disappointment very much. She rewets

wasting her time only for being someone she does not like, someone that is
Ｎｾｮｩｲｯ｢

When returning to her real environment, she gets trusty from her client at
her lecturer's firm, Mrs. Broke, to be her lawyer. Everybody supports her, except

Mr. Donovan. They are sure that she can do it. Then she becomes a real lawyer
with her unique style.
In fact, being herself makes her feel so confident and so comfort. She docs
not care about people estimation anymore. She feels so free to do ｾｮｩｨｴｹｲ･ｶ

as

pleased as what she wants to act and what she wants to wear. So, she can express
herself anymore and get the power from her real style.

Picture 4
The picture above shows us the very contrast condition. It is located in the
court. Everybody wears dark clothes, but her. She wears her lovely pink dress

27

with her real wavy blonde hair. She also brings her lovely Chihuahua to the court.
Those really perform herself. She does not care whether it is in a court or any
other formal place, because for her, she only wants to express herself as best as
she can, better than in pretended style.
Besides, her brunette boy friend follows her for bringing her things. It is
amazing to look a smart man following the blonde and admitting her smartness. It
means she begins to get success to prove to people that she can be more than
them.
Her success also can be seen from the moment when she can solve and
win the case with her skill in beauty.
ELLE:

And wouldn't someone who's had - thirty penns?
throughout her lifetime, be well aware of this rule?
Chutney doesn't answer. She just glares at Brooke.
ELLE:
(continuing) And if you, in fact, were not washing your
hair, as I suspect you were not, since your curls are still
intact, wouldn't you have heard the gunshot?
Chutney continues to glare.
ELLE:
(continuing) And if you in fact, heard the gunshot, then
Brooke Windham wouldn't have had time to hide the gun
before you got downstairs. Which would mean that you
w0uld've had to have found Mrs. Wi,'dham with a gun in
her hand to make your story sound plausible. Isn't that
right?
CHUTNEY: She's younger than I am. Did she tell you that? How would
you feel if your father married someone younger than you?
ELLE:
You, however, had time to hide the gun, didn't you,
Chutney? After you shot your father?
Brooke looks at Chutney in horror, realizing.
CHUTNEY: I didn't mean to shoot him (to Brooke) I meant to shoot
you!
Winning her case makes people amaze her wholeheartedly. She is not
looked as an ordinary blonde anymore, finally she can prove to others that blondes
are not all dumb.

28

In the graduation event, she is trusted to be the representation of other
students to speak. There, she notices "don't judge anyone by their look!" She says
that to represent the other blondes in getting the bright future and not being
underestimated by people anymore.
This is what the film represents about blonde girl. At first, the film
presents a blonde girl with several stereotypes, such as concerns with beauty, pays
more attention to appearance, likes having fun and has unique ways of life.
However, there is one characteristic, which is not suitable with the stereotype that
this film emphasizes. Elle Woods is described as a blonde girl, who has smart
brain. She is a Homecoming Queen, the President of Delta Nu, the first runner-up
in the Miss Hawaiian Tropic contest, she has got a Bachelor Degree from USC
with 4.00 in fashion major, and she gets a one-seventy..nine on her LSATs. She is
alsc able to enter Harvard Law School and graduate with honor and be a lawyer.
She is very confident with her appearance and is not worry to show her
blonde stereotype. By being blonde and less concern about what people think
about blonde, she can achieve her success. Fi!lally, it can make others more
appreciate to blonde.

PERPUSTAKAAN UTAMA
UIN SYAHID JAI