MAIN CHARACTERÂ’S SOCIAL CONFLICTS IN TEACHING ENGLISH POETRY IN DANGEROUS MIND FILM
MAIN CHARACTER’S SOCIAL CONFLICTS IN TEACHING ENGLISH
POETRY IN DANGEROUS MIND FILM
THESIS
BRIAN DWI PAMUNGKAS
201010100311070
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
MAIN CHARACTER’S SOCIAL CONFLICTS IN TEACHING ENGLISH
POETRY IN DANGEROUS MIND FILM
THESIS
BRIAN DWI PAMUNGKAS
201010100311070
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
MAIN CHARACTER’S SOCIAL CONFLICTS IN TEACHING ENGLISH
POETRY IN DANGEROUS MIND FILM
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree In English Education
BRIAN DWI PAMUNGKAS
201010100311070
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
MOTTO AND DEDICATION
You can have everything in life that you want if you just give enough other
people what they want
(Zig Ziglar)
A pessimist sees the difficulty in every opportunity, an optimist sees the
opportunity in every difficulty
(Sir Winston Churchill)
Great minds discuss ideas. Average minds discuss events. Small minds discuss
people
(Eleanor Roosevelt)
DEDICATION:
I dedicated this thesis to:
Mybeloved father who always supported me,
My greatest woman in this beautiful life, my lovely mother,
May all families,
My all friends,
ORIGINALITY DECLARATION
The undersigned:
Name
: Brian Dwi Pamungkas
Student ID number
: 201010100311070
Program of study
: PendidikanBahasaInggris
Faculty
: Faculty of Teacher Training and Education
I declared that the work presented in this thesis was carried out by myself and
does not incorporate without any acknowledgement any material previously
submitted for a degree or diploma in any university. To the best of my
knowledge this thesis does not certain any material previously published or
written by another person except where due reference is made in text.
Malang, May 3, 2016
Brian Dwi Pamungkas
ACKNOWLEDGMENT
Alhamdulillahi rabbil ‘aalamin, all the grateful prays are praised to Alloh
SWT, the main source of strength who always gives strength and patience to
finish this thesis. Shalawah and Salam may always be upon the holy prophet,
Muhammad SAW.
The writer would like to express his deepest gratitude to his thesis
advisors, Dr. Hartono, M.Pd and Drs Mas’udi, M.Ed for their suggestion, guides,
advices, and their times during the consultation period. May Alloh always bless
them. Amin.
The writer’s special thanks are aimed to his parents, Tariyanto and Sripah
for their endless patience, love, and their smiles, for his sisters and also big family
for their loves and supports.
The researcher also wants to thanks for all lecturer and examiners at the
Faculty of Teacher Training Education at University of Muhammadiyah Malang
and my friends of English Department academic year 2010. The last but not the
least, special thanks to occupants of Yuli Tri, Dian, Risa, Shodik, Edi, Fida, Ola,
and all of his boarding house families, for their prays, priceless supports,
encouragements, and helps so that he can finish this thesis. Thanks.
Alhamdulillahi Jaza Kumullahukhoiro.
Malang,
Brian Dwi Pamungkas
TABLE OF CONTENTS
Page
APPROVAL ........................................................................................................ i
APPROVAL THESIS ......................................................................................... ii
MOTTO AND DEDICATION ........................................................................... iii
ORIGINALITY DECLARATION .................................................................... iv
ABSTRACT ........................................................................................................ v
ACKNOWLEDGEMENTS ............................................................................... vi
TABLE OF CONTENTS ................................................................................... vii
CHAPTER I: INTRODUCTION ...................................................................... 1
1.1 Background of the Research .............................................................. ........... 1
1.2 Statement of Problems ....................................................................... ........... 4
1.3 Purpose of the Study .................................................................. ................... 5
1.4 Significance of the Study ............................................................................... 5
1.5 Scope and Limitation ..................................................................................... 6
1.6 Definition of the Key Terms ......................................................................... 6
CHAPTER II: REVIEW OF RELATED LITERATURE .............................. 7
2.1 Film ................................................................................................................ 7
2.2 Types of Film ................................................................................................. 8
2.2.1
Action Film ...................................................................................... 8
2.2.2
Adventure Film ................................................................................ 8
2.2.3
Comedy Film ................................................................................... 8
2.2.4
Crime Film ....................................................................................... 9
2.2.5
Epic Film.......................................................................................... 9
2.2.6
Horror Fim ....................................................................................... 9
2.2.7
Musical/ Dance Film ........................................................................ 9
2.2.8
Science-Fiction Film ........................................................................ 10
2.2.9
War (and Anti-War) Film ................................................................ 10
2.2.10 Western Film.................................................................................... 10
2.2.11 Drama Film ...................................................................................... 11
2.3 Character ........................................................................................................ 11
2.3.1
Protagonist and Antagonist .............................................................. 12
2.3.2
Major and Minor .............................................................................. 12
2.3.3
Flat and Round ................................................................................. 13
2.3.4
Static and Dynamic .......................................................................... 13
2.4 Conflict .......................................................................................................... 14
2.4.1
Internal Conflict ............................................................................... 14
2.4.2
External Conflict .............................................................................. 14
2.4.2.1 Man vs. Man........................................................................... 15
2.4.2.2 Man vs. Nature ....................................................................... 15
2.4.2.3 Man vs. Society ...................................................................... 15
2.4.2.4 Man vs. Fate ........................................................................... 16
2.5 Social Conflict .......................................... .................................................... 16
2.5.1
Kinds of Social Conflict .................................................................. 17
2.6 Causes of Conflict............................. ............................................................. 17
2.7 Solution of the Conflict .................................................................................. 18
2.7.1 Mapping the Conflict ........................................................................ 18
2.7.2 Mediation .......................................................................................... 19
CHAPTER III: RESEARCH METHOD .......................................................... 20
3.1 Research Design ............................................................................................. 20
3.2 The Object of the Study .................................................................................. 21
3.3 Research Approach ......................................................................................... 22
3.3.1
Mimetic Approach.............................................................................. 22
3.3.2
Pragmatic Approach ........................................................................... 22
3.3.3
Expressive Approach.......................................................................... 22
3.3.4
Objective Approach............................................................................ 22
3.4 Data Collection................................................................................................ 23
3.5 Data Analysis .................................................................................................. 23
CHAPTHER IV: RESEARCH FINDINGS AND DISCUSSION .................. 25
4.1 Research Findings ........................................................................................... 25
4.1.1
The Social Conflicts in the Film “Dangerous Mind” ......................... 25
4.1.1.1 The Social Conflicts between the Main Character and the
School Stafs: Desperation, and Confrontation ....................... 25
4.1.1.2 The Social Conflicts between the Main Character and Her
Students: Humiliation, Rejection, and Confusion .................. 27
4.1.1.3 The Social Conflict between the Main Character and the
Students’ Parents: Confrontation............................................ 29
4.1.2
The Solution of the Social conflicts in the Film “Dangerous Mind” . 30
4.1.2.1 The Solutions of the Social Conflicts between the Main
Character and the School Staffs: Fogiving and Giving Reward
................................................................................................ 30
4.1.2.2 The Solution of the Social Conflicts between the Main
Character and Her Students: Using Karate, Explanation and
Persuation ............................................................................... 32
4.1.2.3 The Solution of Social Conflict against Durrell’s Mother:
Letting things go ..................................................................... 34
4.2 Discussion ....................................................................................................... 35
CHAPTER V: CONCLUSION AND SUGGESTION ..................................... 37
1.1 Conclusions .................................................................................................... 37
1.2 Suggestions .................................................................................................... 38
REFERENCES ................................................................................................... 39
APPENDIXES ..................................................................................................... 41
LIST OF APPENDIX
Appendix 1
Synopsis of Dangerous Mind ........................................................ 41
Appendix 2
Dangerous Mind’s Script .............................................................. 43
Appendix 3
Movie Scene .................................................................................. 78
REFERENCES
Abrams, M. H. 1999. A Glossary of Literary Terms. Seventh Edition. United
States of America.
Ary, Donald, et al. 2010. Introduction to Research in Education. Eighth Edition.
Canada.
Bernardo, Karen. Characterization in
http://learn.lexiconic.net/characters.htm
Literature.
Retrieved
from
Bordwell, David and Thompson, Kristin. 2009. An Introduction Film Art. Ninth
Edition. New York.
Bordwell, David and Thompson, Kristin. 2008. An Introduction Film Art. Eight
Edition. New York.
Celtic (A Journal of Culture, English Language Teaching, Literature and
Linguistics). 2014. University of Muhammadiyah Malang.
Diez, Thomas,et al. 2006. The European Union and Border Conflicts: The
Transformative Power of Integration. The MIT Press.
Dirks.
2010.
Main
Film
http://www.filmsite.org/genres.html
Genre.
Retrieved
from
Eagleton, Tery. 2013. How to Read Literature. Great Britain.
Fitzpatrick, Joyce J. and Kazer, Meredith Wallace. 2012. Encyclopedia of Nursing
Research. Third Edition. United States of America.
Fontana, Lorenza Belinda, et al. 2012. Understanding Social Conflict in Latin
America. First Edition. United Nation Development Programme.
Hendrix, Cullen S. and Salehyan, Idean. 2012. Climate change, rainfall, and
social conflict in Africa. United Kingdom.
Hood,
Dave. 2010 Element of Fictions: Character. Retrieved from
https://davehood59.wordpress.com/2010/02/01/elements-of-fiction-2/
Kennedy, X. J. and Gioia, Dana. 2007. Literature: An Introduction to Fiction,
Poetry, Drama and Writing. Compact Edition, 5/e. New York.
Klarer, Mario. 2004. An Introduction to Literary Studies. Second Edition. New
York.
Long, William J. 2004. English Literature: Its History and Its Sognificance for the
Life of the English Speaking World. Retrieved fromwww.gutenberg.net
Maharani, Roeslina. 2005. A Study on Hiroko’s Social Conflict in Danielle
SteelNovel “Silent Honor.” Unpublished thesis. Sarjana Degree University
of Muhammadiyah Malang.
Marczyk, Geoffrey,et al. 2005. Essentials of Research Design and Methodology.
United States of America.
Mertens, Donna M. 2010. Research and Evaluation in Education and Psychology:
Integrating diversity with Quantitative, Qualitative, and Mixed Methods.
Third Edition. United States of America.
Priadi, Rahmad. 2010. An Analysis of the Main Characters’ Conflicts in Mitch
Albom’s Tuesday With Morrie. Unpublished thesis. Sarjana Degree
University of North Sumatra Medan.
Schmidt, Jan Zlotnik and Bogarad, Rees. 2006. Legacies: Poetry, Drama,
Nonfiction. Third Edition. United States of America.
Seeman,
Teresa.
2008.
Psychosocial
notebook.
Retrieved
from
http://www.macses.ucsf.edu/research/psychosocial/socialconflict.php
Simmle.
2012.
Causes
of
Social
Conflict.
Retrieved
from
Http://www.preservearticles.com/201104306169/what-are-the-variouscauses-of-social-conflict.html
Vestergaard, Bjarne,et al. 2011. Conflict Resolution: Working With Conflicts.
Denmark.
CHAPTER I
INTRODUCTION
This chapter presents background of the study, statement of the problems,
purposes of the study, significance of the study, scope and limitation, and
definition of the key terms.
1.1 Background of the Study
According to Long (2004:2), „Literature is the journey of the history and
anything in life merely in a written form.‟ It is one of the difficult courses that has
to be taken by English Department students in the University of Muhammadiyah
Malang. Being difficult means imagination and creativity are highly needed in
order to understand literature. According to Klarer (2004:1),‟ Literature is called
written form of an artistic expression and it is entirely written. But, not all written
form can be called as literature.‟
Apparently, literature has major advantages to anyone who learns it such
as experience, information, and knowledge about human daily life they do not
know before. In fact, literature also gives the reader enjoyment and entertainment
by its product like play, music and novels. Long (2004:1) states that there will be
some excitements waiting for people who learn literature, namely enjoyment and
satisfaction of imagination.
People have so many reasons inutilizing literature whether in reading or
writing. Some people use it as a personal reason like for writing dissertation, as
book reviewers or as teachers. Eagleton (2013:8) states that every literaly work is
indirectly conected with other tasks. Expressing our feelings, ideas and series of
1
2
events in a written form gives us an opportunity to expand our point of view in
literary works.
Generally, literary works, precisely in a written form, can be formed into
several kinds in deep analysis, namely drama, poetry, novel. In teaching and
learning, literary works can be applied as a source of the materials. It can be said
that written literary works hold an important role to sharpen and broaden the
students‟ mind. By using poetry as the teaching and learning source, for example,
the teacher can stimulate the students to think actively and creatively.
According to Bordwell and Thompson (2009), Films communicate
information and ideas, and they show us places and ways of life we might not
otherwise know. Films offer us ways of seeing and feeling that we find deeply
gratifying. They take us through experiences. A film takes us on a journey,
offering a patterned experience that engages our minds and emotions. Film is
divided into some genres, namely action, comedy, crime and gangster, adventure,
drama, epic/historical, horror, musical/dance, science fiction, war, western (Dirks,
2010). Every single film had its own goal. Sometimes, the filmmaker wants to
show the audience some spesific reason behind the films, whether or not, the films
are made to entertain the audience.
Conflict cannot be seperated from films. Each conflict gives some new
experiences to the audience so they can take the lesson from it.Moreover, because
people have different goals, they also have different conflicts in the way of their
thinking and the way of their life.
3
According to Seeman (2008) „Social conflict refers to the various types of
negative social interaction that may occur within social relationships, and may
include physical violence.‟ Moreover, Fontana, Nava, and Pachecho (2012:6)
state that social conflict is not always in the negative side. In some cases, social
conflict is needed to show the position of the potential and limitation of
development process. From the statement above, it is important to know the cause
and the impact of social conflit toward our life, and how we face and solve the
conflict.
A previous research conducted by Faidah (2011), who focused on Isabella
Swan‟s social conflict in “Twillight” novel, found that there were two causes of
social conflict; They were social communication and personal factor. Social
communication factors included misunderstanding, misperception, insufficiency
of sharing information. Personal factors included pride, personal achievment, and
needs. From that point, she concluded that guilty, fear, anger and sadness were the
effect caused by the social conflict, especially on Isabella Swan‟s personality.
Another research conducted by Priyadi (2010), who focused on the main
characters‟ conflict in “Tuesday with Morrie” novel, found that the main conflict
was the external conflict due to different points of view of life between the main
characters and other common people. Based on the finding, disagreement was the
effect caused by the external conflict with different points of view.
The main difference of Faidah‟s and Priyadi‟s study with this study is the
the writer in this study use film whereas Faidah and Priyadi use novel. Moreover,
in Priyadi‟s study, he studied about main character‟s general conflict in which
4
internal and external while in this study, the writer specified the conflict in the
social conflict.
Recently, people are unaware of social conflicts and how to deal with
them. In fact, social conflicts come everytime in human‟s life, so that is why the
writer wants to do more analysis in order to get more information about the social
conflicts.
There are some reasons why the writer is interested to analyse “Dangerous
Mind” film. First of all, the film is the true portrait of senior high school students
in school life. Secondly, it shows the different actions of certain persons in
different backgrounds of knowledge at that time. Furthermore, it also shows how
the teacher deals with many social conflicts in handling the students.This film is
expected to give new knowledge to the people, precisely teachers, and is also
expected to bring a new point of view in handling a conflict, especially a social
conflict.
1.2 Statement of the Problems
Based on the background of the study, the research problems are stated as
follows:
1. What social conflicts does the teacher as the main character face in teaching
poetry in Dangerous Mind film?
2. How does the teacher solve her social conflicts in teaching poetry in
Dangerous Mind film?
5
1.3 Purposes of the Study
Based on the statement of the problems above, the purpose of this study
are:
1. To describe the social conflicts faced by the teacher as the main character in
teaching poetry to the students in Dangerous Mind film?
2. To describe the way the teacher solves her social conflicts in teaching poetry
to the students in Dangerous Mind film?
1.4 Significance of the Study
The writer expects that this study will deliver some sigificances. Firstly, it
is expected that this study will be a big help for the students who are interested in
anayzing the same field of the study. Secondly, this study will give the teachers
more information and understanding about conflicts in human‟s life, especially in
social conflicts. From this point, the teachers will be able to see the cause and the
effect of the social conflicts, also how to deal with them. Moreover, the writer
expects that the result of this study will be the way out of the conflicts faced by
the teachers in teaching. Also, it is expected that it will be an encouragement to
the teachers in order to teach creatively. Finally, in the future, the writer expects
that the result of this study can be a source to the other researchers who want to do
a research with the similar topic with this research.
6
1.5 Scope and the Limitation
The scope of this study is on the conflicts in “Dangerous Mind” film.
These are some conflicts which can be found in this film, like psychologycal,
social, and phsycal conflicts. The writer focused on the social conflict because it
is the dominant conflict in the film. Moreover, this study is limited in the main
character‟s social conflicts.
1.6 Definition of the Key Terms
There are several key terms that need to be clearly defined in this study in
order to avoid misunderstanding and misinterpretation. The key terms are as
follows:
1. Social conflict is a conflict that usually happens in human‟s life because of
different perceptions or goals among the people. Seeman (2008) „Social
conflict refers to the various types of negative social interaction that may
occur within social relationships, and may include physical violence.‟
2. Main Character is the character that have the greatest effect on the plot or the
most affected by what happens in the story.
3. Dangerous Mind is the title of the film that is analyzed by the writer.
Film is an entertaining real motion form of a story with continuous movement
backed up by music background and sound.
POETRY IN DANGEROUS MIND FILM
THESIS
BRIAN DWI PAMUNGKAS
201010100311070
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
MAIN CHARACTER’S SOCIAL CONFLICTS IN TEACHING ENGLISH
POETRY IN DANGEROUS MIND FILM
THESIS
BRIAN DWI PAMUNGKAS
201010100311070
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
MAIN CHARACTER’S SOCIAL CONFLICTS IN TEACHING ENGLISH
POETRY IN DANGEROUS MIND FILM
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree In English Education
BRIAN DWI PAMUNGKAS
201010100311070
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
MOTTO AND DEDICATION
You can have everything in life that you want if you just give enough other
people what they want
(Zig Ziglar)
A pessimist sees the difficulty in every opportunity, an optimist sees the
opportunity in every difficulty
(Sir Winston Churchill)
Great minds discuss ideas. Average minds discuss events. Small minds discuss
people
(Eleanor Roosevelt)
DEDICATION:
I dedicated this thesis to:
Mybeloved father who always supported me,
My greatest woman in this beautiful life, my lovely mother,
May all families,
My all friends,
ORIGINALITY DECLARATION
The undersigned:
Name
: Brian Dwi Pamungkas
Student ID number
: 201010100311070
Program of study
: PendidikanBahasaInggris
Faculty
: Faculty of Teacher Training and Education
I declared that the work presented in this thesis was carried out by myself and
does not incorporate without any acknowledgement any material previously
submitted for a degree or diploma in any university. To the best of my
knowledge this thesis does not certain any material previously published or
written by another person except where due reference is made in text.
Malang, May 3, 2016
Brian Dwi Pamungkas
ACKNOWLEDGMENT
Alhamdulillahi rabbil ‘aalamin, all the grateful prays are praised to Alloh
SWT, the main source of strength who always gives strength and patience to
finish this thesis. Shalawah and Salam may always be upon the holy prophet,
Muhammad SAW.
The writer would like to express his deepest gratitude to his thesis
advisors, Dr. Hartono, M.Pd and Drs Mas’udi, M.Ed for their suggestion, guides,
advices, and their times during the consultation period. May Alloh always bless
them. Amin.
The writer’s special thanks are aimed to his parents, Tariyanto and Sripah
for their endless patience, love, and their smiles, for his sisters and also big family
for their loves and supports.
The researcher also wants to thanks for all lecturer and examiners at the
Faculty of Teacher Training Education at University of Muhammadiyah Malang
and my friends of English Department academic year 2010. The last but not the
least, special thanks to occupants of Yuli Tri, Dian, Risa, Shodik, Edi, Fida, Ola,
and all of his boarding house families, for their prays, priceless supports,
encouragements, and helps so that he can finish this thesis. Thanks.
Alhamdulillahi Jaza Kumullahukhoiro.
Malang,
Brian Dwi Pamungkas
TABLE OF CONTENTS
Page
APPROVAL ........................................................................................................ i
APPROVAL THESIS ......................................................................................... ii
MOTTO AND DEDICATION ........................................................................... iii
ORIGINALITY DECLARATION .................................................................... iv
ABSTRACT ........................................................................................................ v
ACKNOWLEDGEMENTS ............................................................................... vi
TABLE OF CONTENTS ................................................................................... vii
CHAPTER I: INTRODUCTION ...................................................................... 1
1.1 Background of the Research .............................................................. ........... 1
1.2 Statement of Problems ....................................................................... ........... 4
1.3 Purpose of the Study .................................................................. ................... 5
1.4 Significance of the Study ............................................................................... 5
1.5 Scope and Limitation ..................................................................................... 6
1.6 Definition of the Key Terms ......................................................................... 6
CHAPTER II: REVIEW OF RELATED LITERATURE .............................. 7
2.1 Film ................................................................................................................ 7
2.2 Types of Film ................................................................................................. 8
2.2.1
Action Film ...................................................................................... 8
2.2.2
Adventure Film ................................................................................ 8
2.2.3
Comedy Film ................................................................................... 8
2.2.4
Crime Film ....................................................................................... 9
2.2.5
Epic Film.......................................................................................... 9
2.2.6
Horror Fim ....................................................................................... 9
2.2.7
Musical/ Dance Film ........................................................................ 9
2.2.8
Science-Fiction Film ........................................................................ 10
2.2.9
War (and Anti-War) Film ................................................................ 10
2.2.10 Western Film.................................................................................... 10
2.2.11 Drama Film ...................................................................................... 11
2.3 Character ........................................................................................................ 11
2.3.1
Protagonist and Antagonist .............................................................. 12
2.3.2
Major and Minor .............................................................................. 12
2.3.3
Flat and Round ................................................................................. 13
2.3.4
Static and Dynamic .......................................................................... 13
2.4 Conflict .......................................................................................................... 14
2.4.1
Internal Conflict ............................................................................... 14
2.4.2
External Conflict .............................................................................. 14
2.4.2.1 Man vs. Man........................................................................... 15
2.4.2.2 Man vs. Nature ....................................................................... 15
2.4.2.3 Man vs. Society ...................................................................... 15
2.4.2.4 Man vs. Fate ........................................................................... 16
2.5 Social Conflict .......................................... .................................................... 16
2.5.1
Kinds of Social Conflict .................................................................. 17
2.6 Causes of Conflict............................. ............................................................. 17
2.7 Solution of the Conflict .................................................................................. 18
2.7.1 Mapping the Conflict ........................................................................ 18
2.7.2 Mediation .......................................................................................... 19
CHAPTER III: RESEARCH METHOD .......................................................... 20
3.1 Research Design ............................................................................................. 20
3.2 The Object of the Study .................................................................................. 21
3.3 Research Approach ......................................................................................... 22
3.3.1
Mimetic Approach.............................................................................. 22
3.3.2
Pragmatic Approach ........................................................................... 22
3.3.3
Expressive Approach.......................................................................... 22
3.3.4
Objective Approach............................................................................ 22
3.4 Data Collection................................................................................................ 23
3.5 Data Analysis .................................................................................................. 23
CHAPTHER IV: RESEARCH FINDINGS AND DISCUSSION .................. 25
4.1 Research Findings ........................................................................................... 25
4.1.1
The Social Conflicts in the Film “Dangerous Mind” ......................... 25
4.1.1.1 The Social Conflicts between the Main Character and the
School Stafs: Desperation, and Confrontation ....................... 25
4.1.1.2 The Social Conflicts between the Main Character and Her
Students: Humiliation, Rejection, and Confusion .................. 27
4.1.1.3 The Social Conflict between the Main Character and the
Students’ Parents: Confrontation............................................ 29
4.1.2
The Solution of the Social conflicts in the Film “Dangerous Mind” . 30
4.1.2.1 The Solutions of the Social Conflicts between the Main
Character and the School Staffs: Fogiving and Giving Reward
................................................................................................ 30
4.1.2.2 The Solution of the Social Conflicts between the Main
Character and Her Students: Using Karate, Explanation and
Persuation ............................................................................... 32
4.1.2.3 The Solution of Social Conflict against Durrell’s Mother:
Letting things go ..................................................................... 34
4.2 Discussion ....................................................................................................... 35
CHAPTER V: CONCLUSION AND SUGGESTION ..................................... 37
1.1 Conclusions .................................................................................................... 37
1.2 Suggestions .................................................................................................... 38
REFERENCES ................................................................................................... 39
APPENDIXES ..................................................................................................... 41
LIST OF APPENDIX
Appendix 1
Synopsis of Dangerous Mind ........................................................ 41
Appendix 2
Dangerous Mind’s Script .............................................................. 43
Appendix 3
Movie Scene .................................................................................. 78
REFERENCES
Abrams, M. H. 1999. A Glossary of Literary Terms. Seventh Edition. United
States of America.
Ary, Donald, et al. 2010. Introduction to Research in Education. Eighth Edition.
Canada.
Bernardo, Karen. Characterization in
http://learn.lexiconic.net/characters.htm
Literature.
Retrieved
from
Bordwell, David and Thompson, Kristin. 2009. An Introduction Film Art. Ninth
Edition. New York.
Bordwell, David and Thompson, Kristin. 2008. An Introduction Film Art. Eight
Edition. New York.
Celtic (A Journal of Culture, English Language Teaching, Literature and
Linguistics). 2014. University of Muhammadiyah Malang.
Diez, Thomas,et al. 2006. The European Union and Border Conflicts: The
Transformative Power of Integration. The MIT Press.
Dirks.
2010.
Main
Film
http://www.filmsite.org/genres.html
Genre.
Retrieved
from
Eagleton, Tery. 2013. How to Read Literature. Great Britain.
Fitzpatrick, Joyce J. and Kazer, Meredith Wallace. 2012. Encyclopedia of Nursing
Research. Third Edition. United States of America.
Fontana, Lorenza Belinda, et al. 2012. Understanding Social Conflict in Latin
America. First Edition. United Nation Development Programme.
Hendrix, Cullen S. and Salehyan, Idean. 2012. Climate change, rainfall, and
social conflict in Africa. United Kingdom.
Hood,
Dave. 2010 Element of Fictions: Character. Retrieved from
https://davehood59.wordpress.com/2010/02/01/elements-of-fiction-2/
Kennedy, X. J. and Gioia, Dana. 2007. Literature: An Introduction to Fiction,
Poetry, Drama and Writing. Compact Edition, 5/e. New York.
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Priadi, Rahmad. 2010. An Analysis of the Main Characters’ Conflicts in Mitch
Albom’s Tuesday With Morrie. Unpublished thesis. Sarjana Degree
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CHAPTER I
INTRODUCTION
This chapter presents background of the study, statement of the problems,
purposes of the study, significance of the study, scope and limitation, and
definition of the key terms.
1.1 Background of the Study
According to Long (2004:2), „Literature is the journey of the history and
anything in life merely in a written form.‟ It is one of the difficult courses that has
to be taken by English Department students in the University of Muhammadiyah
Malang. Being difficult means imagination and creativity are highly needed in
order to understand literature. According to Klarer (2004:1),‟ Literature is called
written form of an artistic expression and it is entirely written. But, not all written
form can be called as literature.‟
Apparently, literature has major advantages to anyone who learns it such
as experience, information, and knowledge about human daily life they do not
know before. In fact, literature also gives the reader enjoyment and entertainment
by its product like play, music and novels. Long (2004:1) states that there will be
some excitements waiting for people who learn literature, namely enjoyment and
satisfaction of imagination.
People have so many reasons inutilizing literature whether in reading or
writing. Some people use it as a personal reason like for writing dissertation, as
book reviewers or as teachers. Eagleton (2013:8) states that every literaly work is
indirectly conected with other tasks. Expressing our feelings, ideas and series of
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events in a written form gives us an opportunity to expand our point of view in
literary works.
Generally, literary works, precisely in a written form, can be formed into
several kinds in deep analysis, namely drama, poetry, novel. In teaching and
learning, literary works can be applied as a source of the materials. It can be said
that written literary works hold an important role to sharpen and broaden the
students‟ mind. By using poetry as the teaching and learning source, for example,
the teacher can stimulate the students to think actively and creatively.
According to Bordwell and Thompson (2009), Films communicate
information and ideas, and they show us places and ways of life we might not
otherwise know. Films offer us ways of seeing and feeling that we find deeply
gratifying. They take us through experiences. A film takes us on a journey,
offering a patterned experience that engages our minds and emotions. Film is
divided into some genres, namely action, comedy, crime and gangster, adventure,
drama, epic/historical, horror, musical/dance, science fiction, war, western (Dirks,
2010). Every single film had its own goal. Sometimes, the filmmaker wants to
show the audience some spesific reason behind the films, whether or not, the films
are made to entertain the audience.
Conflict cannot be seperated from films. Each conflict gives some new
experiences to the audience so they can take the lesson from it.Moreover, because
people have different goals, they also have different conflicts in the way of their
thinking and the way of their life.
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According to Seeman (2008) „Social conflict refers to the various types of
negative social interaction that may occur within social relationships, and may
include physical violence.‟ Moreover, Fontana, Nava, and Pachecho (2012:6)
state that social conflict is not always in the negative side. In some cases, social
conflict is needed to show the position of the potential and limitation of
development process. From the statement above, it is important to know the cause
and the impact of social conflit toward our life, and how we face and solve the
conflict.
A previous research conducted by Faidah (2011), who focused on Isabella
Swan‟s social conflict in “Twillight” novel, found that there were two causes of
social conflict; They were social communication and personal factor. Social
communication factors included misunderstanding, misperception, insufficiency
of sharing information. Personal factors included pride, personal achievment, and
needs. From that point, she concluded that guilty, fear, anger and sadness were the
effect caused by the social conflict, especially on Isabella Swan‟s personality.
Another research conducted by Priyadi (2010), who focused on the main
characters‟ conflict in “Tuesday with Morrie” novel, found that the main conflict
was the external conflict due to different points of view of life between the main
characters and other common people. Based on the finding, disagreement was the
effect caused by the external conflict with different points of view.
The main difference of Faidah‟s and Priyadi‟s study with this study is the
the writer in this study use film whereas Faidah and Priyadi use novel. Moreover,
in Priyadi‟s study, he studied about main character‟s general conflict in which
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internal and external while in this study, the writer specified the conflict in the
social conflict.
Recently, people are unaware of social conflicts and how to deal with
them. In fact, social conflicts come everytime in human‟s life, so that is why the
writer wants to do more analysis in order to get more information about the social
conflicts.
There are some reasons why the writer is interested to analyse “Dangerous
Mind” film. First of all, the film is the true portrait of senior high school students
in school life. Secondly, it shows the different actions of certain persons in
different backgrounds of knowledge at that time. Furthermore, it also shows how
the teacher deals with many social conflicts in handling the students.This film is
expected to give new knowledge to the people, precisely teachers, and is also
expected to bring a new point of view in handling a conflict, especially a social
conflict.
1.2 Statement of the Problems
Based on the background of the study, the research problems are stated as
follows:
1. What social conflicts does the teacher as the main character face in teaching
poetry in Dangerous Mind film?
2. How does the teacher solve her social conflicts in teaching poetry in
Dangerous Mind film?
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1.3 Purposes of the Study
Based on the statement of the problems above, the purpose of this study
are:
1. To describe the social conflicts faced by the teacher as the main character in
teaching poetry to the students in Dangerous Mind film?
2. To describe the way the teacher solves her social conflicts in teaching poetry
to the students in Dangerous Mind film?
1.4 Significance of the Study
The writer expects that this study will deliver some sigificances. Firstly, it
is expected that this study will be a big help for the students who are interested in
anayzing the same field of the study. Secondly, this study will give the teachers
more information and understanding about conflicts in human‟s life, especially in
social conflicts. From this point, the teachers will be able to see the cause and the
effect of the social conflicts, also how to deal with them. Moreover, the writer
expects that the result of this study will be the way out of the conflicts faced by
the teachers in teaching. Also, it is expected that it will be an encouragement to
the teachers in order to teach creatively. Finally, in the future, the writer expects
that the result of this study can be a source to the other researchers who want to do
a research with the similar topic with this research.
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1.5 Scope and the Limitation
The scope of this study is on the conflicts in “Dangerous Mind” film.
These are some conflicts which can be found in this film, like psychologycal,
social, and phsycal conflicts. The writer focused on the social conflict because it
is the dominant conflict in the film. Moreover, this study is limited in the main
character‟s social conflicts.
1.6 Definition of the Key Terms
There are several key terms that need to be clearly defined in this study in
order to avoid misunderstanding and misinterpretation. The key terms are as
follows:
1. Social conflict is a conflict that usually happens in human‟s life because of
different perceptions or goals among the people. Seeman (2008) „Social
conflict refers to the various types of negative social interaction that may
occur within social relationships, and may include physical violence.‟
2. Main Character is the character that have the greatest effect on the plot or the
most affected by what happens in the story.
3. Dangerous Mind is the title of the film that is analyzed by the writer.
Film is an entertaining real motion form of a story with continuous movement
backed up by music background and sound.