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FACTORS INFLUENCING GEERT WILDERS CREATING
FITNA
(2008): A BEHAVIORIST APPROACH
RESEARCH PAPER
‘Submitted as Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education
in English Department’
By:
AGUS SANTOSO A 320 050 100
SCHOOL OF THEACHER TRAINING EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
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APPROVAL
FACTORS INFLUENCING GEERT WILDERS CREATING
FITNA
(2008): A BEHAVIORIST APPROACH
By:
AGUS SANTOSO A 320 050 100
Approved by the consultants team
Consultant I
Dr. Phil. Dewi Candraningrum, S.Pd., MA. NIK. 722
Consultant II
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ACCEPTANCE
Accepted by the board of examiners
School of Teacher Training and Education
Muhammadiyah University of Surakarta
On February, 2011
Team of examiners:
1. Dr. Phil. Dewi Candraningrum, S.Pd., MA. ( _________________ ) (Chair Person)
2. Nur Hidayat, S.Pd. ( _________________ )
(Member I)
3. Drs. M. Thoyibi, MS. ( _________________ ) (Member II)
Dean
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TESTIMONY
??S?????S???? ??d?
This research is really from the writer own work and not containing any plagiary from previous researchers. As the writer knows, it is the first research that presents Fitna film (2008) as the object of the research. This film has not ever been used before by the previous researchers of the students of UMS.
Although the theoretical approach that the current researcher uses is a behaviorist approach in which it must also be used by several previous researchers, the writer keeps working independently without any plagiary from previous researchers who also used that approach. The writer just views on it to relate to this research what it is like and without plagiarizing. So, the writer carries out the research independently, searching the data, and the data approach to solve what the writer questions as the problems of the study.
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MOTTO
THE PERFECT RELIGION IS ONLY ISLAM
?? ?? ??? T???????? ? ????? ????O???? ????????? ???O?? ?????
TERRORISM IS NOT FROM ISLAMIC PRINCIPLES
THE MUSLIMS WHO HAVE WRONG IDEOLOGY SUCH TERRORISM ARE
BECAUSE THEY MISUNDERSTAND THE PROPHET MUHAMMAD’S WAYS
OR JUST THINKING WHAT THEY ARGUE IS TRUE IN OTHER WORD
THINKING WITH THEIR PASSION
THE BEST WORDS ARE ALLAH’S (QUR’AN)
THE BEST WAYS ARE MUHAMMAD’S (SUNNAH)
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DEDICATION
??S?????S???? ??d?
This research paper is dedicated to:
? All my lectures who have ever taught me in UMS .
? My parents ‘W’ and ‘S’, I’ll never forget their kindness that give me
the financial support. I promise I’d bless them to be prosperous, it
may be.
? My two sisters ‘Y’ and ‘Z’, I promise to help them because they also
work hard for me, giving the financial support too.
? My wife (s) to be, the only Allah who knows who she is.
? All my friends either UMS friends or not who know me, especially
for ikhwani and akhowati that have best principles in applying Islam
and Sunnah by being suitable with the comprehension of prophet
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ACKNOWLEDGEMENT
?????????????S????????? d ??
Alhamdulillah, praise and gratitude are only to Allah SWT, the glorious, the lord and all mighty, the merciful and the compassionate, who has given bless and opportunity for the writer to finish the research paper entitled ‘Factors Influencing Geert Wilders Creating Fitna Film (2008): a Behaviorist Approach. Greeting and invocation are presented to the prophet Muhammad SAW who had guided mankind to the right path blessed by the lord.
The writer assumes that it is impossible to the writer to finish the research paper without any help, support, encouragement, and advice from other. This is so because of the writer’s limitation of skill to achieve better. Therefore, the writer would like to express the deepest appreciation and gratitude to the persons who have given contribution to the writer in finishing this research paper. The persons whom the writer would give deepest gratitude are:
1. Drs. Sofyan Anif, M.Si., the dean of School of Teacher Training and Education of Muhammadiyah Universoty of Surakarta who had given the legalization toward the writer’s research paper.
2. Titis Setyabudi, SS. , as the leader of the English department of UMS, who also legalizes this research paper.
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4. Nur Hidayat, S.Pd., the second consultant, who has also guided the writer during taking the research.
5. Drs. M. Thoyibi, SS., the third consultant, who has examined the writer’s research.
6. Hepy Adityarini, S.Pd., M.Ed., who ever became the first Academic Consultant for the writer for 3 years that she was changed his position to Susiati S.Pd.
7. Susiati, S.Pd., the second Academic Consultant, who also participates helping the writer during taking the research.
8. My parents, ‘W’ and ‘S’, who have been helping the writer giving the many supports, especially financial support until the writer will have graduated from UMS.
9. Two sisters of mine, ‘Y’ and ‘Z’, who also support the writer taking lesson at UMS. They work hard too to give the financial support to the writer. 10.Anyone who also helps and supports the writer to be easy in finishing the
lectures in UMS.
?????????????S?????????d???
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This study is aimed to show what factors that influenced Geert Wilders creating Fitna film (2008) by using behaviorist approach. It is done by establishing two objectives: The first is to analyze the film based on its structural elements and the second is to analyze the factors of the film creator creating his film based on behaviorist a pproach.
The type of this research is qualitative research. The type of the data of the study is a film including its creator such as text, voice, audio, video, and etc. The sources of the data are divided into two types: primary and secondary data. The primary data source is Geert Wilders to analyze his factors for creating Fitna film. The secondary data source is his film entitled Fitna to analyze its structural elements.
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TABLE OF CONTENT
page
COVER . . . .i
APPROVAL . . . ii
ACCEPTANCE . . . iii
TESTIMONY . . . .iv
MOTTO . . . .v
DEDICATION . . . vi
ACKNOWLEDGEMENT . . . vii
ABSTRACT . . . ix
TABLE OF CONTENT . . . x
LIST OF FIGURE . . . xv
ABBREVIATION . . . xviii
CHAPTER I: INTRODUCTION . . . 1
A. Background of the Study . . . 1
B. Literature Review . . . 5
C. Problem Statement . . . 8
D. Limitation of the Study . . . .8
E. Objective of the Study . . . .9
F. Benefit of the Study . . . .9
G. Research Method . . . .10
1. Type of the Research . . . .10
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3. Type and Source of the Data . . . 1 3
4. Technique of Collecting the Data . . . .11
5. Technique of Analyzing the Data . . . 12
H. Paper Organization . . . .13
CHAPTER II: UNDERLYING THEORY . . . .16
A. Structural Elements of the Film . . . .16
1. Writer . . . . 16
2. Director . . . 16
3. Genre . . . 17
4. Country . . . 1 8 5. Runtime . . . 18
6. Language . . . 18
7. Characterization . . . 19
8. Character . . . .19
9. Setting . . . .21
10.Plot . . . 21
11.Theme . . . .22
12.Style . . . 22
13.Color . . . .24
14.Aspect Ratio . . . .24
15.Fun Stuff . . . 2 4 B. Notion of Behaviorism . . . 25
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2. Factors Influencing Human’s Behavior . . . 27
3. B.F. Skinner’s Theory: Radical Behaviorism . . . .31
a. Reinforcer . . . 33
b. Punisher . . . .35
4. Arthur Staats Theory: Psychological Behaviorism . . . 36
a. Basic Behavioral Repertoires (BBRs) . . . 37
b. Situation . . . .41
CHAPTER III: STRUCTUR AL ANALYSIS . . . 44
A. Analysis of Structural Elements of Fitna Film . . . .4 6 1. Writer . . . .44
2. Director . . . 45
3. Genre . . . 45
4. Country . . . 4 6 5. Runtime . . . 47
6. Language . . . 47
7. Theme . . . .47
a. Five selected ve rses of Qur’an . . . 47
b. The declarations of some Sheikhs/ Imams about Islam . . . .49
c. The demonstrations upholding Islam . . . .5 1 d. The depictions of Muslims-Terrorists’ acts . . . 51
e. The impacts of Muslims-Terrorists’ acts . . . 52
f. The author’s opinion about Islamic p rinciples . . . .52
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a. Allegory . . . 5 3
b. Symbolism . . . 5 3
c. Tone . . . 54
d. Imagery . . . 5 4 e. Word choice . . . .55
f. Imagination . . . 55
g. Voice . . . .56
9. Color . . . .57
10.Aspect Ratio . . . .57
11.Fun Stuff . . . 5 7 B. Summary . . . 5 9 CHAPTER IV: BEHAVIORAL ANALYSIS . . . .62
A. The Basic Factors that Influenced Wilders Creating Fitna Film . . . .62
1. Environment . . . . 63
2. Education level . . . . 63
3. Job/ position . . . .64
B. The Application of Behavioral Theories toward Wilders’ Behaviors . . . 65
1. Based on B.F. Skinner’s theory: Radical Behaviorism . . . 65
a. Wilders’ behaviors viewed on Skinner’s operant conditioning . . 66
b. Wilders faced several negative reinforcers . . . .67
c. The factors of Wilders creating Fitna film (reasons) . . . .67
2. Based on Arthur Staats’ theory : Psychological Behaviorism . . . 72
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Repertoires (BBRs) . . . .73
b. Wilders’ factors viewed on Staats’ `Situation` . . . .78
c. The goals of Geert Wilders creating Fitna film . . . 8 1 C. Summary . . . 8 4 CHAPTER V: SOCIAL BACKGROUND ANALYSIS . . . 88
A. Social Background of the Netherlands . . . 88
1. Ethnic . . . .8 8 2. Migration . . . .8 9 3. Religion . . . .91
4. Education . . . .93
5. Culture . . . .98
6. Politic . . . 103
7. Economy . . . .106
B. Summary . . . 108
CHAPTER VI: CONCLUSION AND SUGGESTION . . . .112
A. Conclusion . . . 112
B. Suggestion . . . 114
BIBLIOGRAPHY
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LIST OF FIGURE
page
Figure 1: Fitna (2008) . . . 2
Figure 2: Geert Wilders . . . 2
Figure 3: The way the writer looks for the data . . . 11
Figure 4: Graphic of plot . . . 21
Figure 5: A child imitating 1 . . . . . . 28
Figure 6: A child imitating 2 . . . .28
Figure 7: People in a weeding party . . . . . . 30
Figure 8: A woman could not adapt to her environment . . . 30
Figure 9: People in different education level . . . 31
Figure 10: Television influence . . . 31
Figure 11: People in different position . . . 32
Figure 12: A competence of motor race . . . . . 32
Figure 13: The pigeon repeats pecking at a disk again and again when it obtains food . . . .. . . . . . 34
Figure 14: Skinner’s box in observing the rat’s behavior . . . 34
Figure 15: Taking an aspirin for removing cold symptom . . . 35
Figure 16: A man asks others to stop moving while they meet the T-Re x (Jurassic Park III) . . . 35
Figure 17: Kinds of operant conditionings and their example. . . .36
Figure 18: Taking a preparation before behaving . . . 37
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Figure 20: UCS and CS . . . 40
Figure 21: Map of the Netherlands . . . 46
Figure 22: Sheikh Ali Meshkini . . . 49
Figure 23: Sheikh Bakr al-Samarai . . . 49
Figure 24: Precident Mahmoud Ahmadinejad . . . 50
Figure 25: Ibrahim Mudeiris . . . 50
Figure 26: Abdul Rahman Saleem . . . 50
Figure 27: The demonstrations upholding Islam . . . 51
Figure 38: Shattering the WTC . . . 51
Figure 29: The bombing the underground train and the bus in Madrid . . . 51
Figure 30: The impacts of Mulims-Terrorists’ acts . . . 52
Figure 31: Jyllands Posten illustrated as bomb suicide . . . 53
Figure 32: The knife hold in the hands as the symbols of cruelty . . . 54
Figure 33: Wilders’ mood . . . 54
Figure 34: Wilders’ Fitna and his argument . . . 54
Figure 35: Wilders’ imagination . . . 56
Figure 36: Salah Edin . . . 58
Figure 37: Wilders in political environment . . . 63
Figure 38: Utrecht, a province in the Netherlands . . . 64
Figure 39: B.F. Skinner . . . .65
Figure 40: Wilders’ position was as the internal factors . . . 68
Figure 41: The bombing the WTC . . . 69
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Figure 43: A demonstration declared ‘Islam will dominate the world’ . . . 70
Figure 44: Number of Muslims in Europe (2003 – 2007) . . . 70
Figure 45: A demonstration declared ‘freedom go to hell’ . . . 71
Figure 46: Wilders created Fitna film . . . 71
Figure 47: Some external factors faced by Wilders . . . 72
Figure 48: Arthur Staats . . . 73
Figure 49: Preparation to perform a behavior . . . 73
Figure 50: Part of Staats’ BBRs – language -cognitive repe rtoire . . . .74
Figure 51: Wilders’ commentary . . . 75
Figure 52: Part of Staats’ BBRs – emotional-motivational repertoire . . . 75
Figure 53: Emotional-motivational repertoire implemented in Wilders’ Behavior . . . 76
Figure 54: Wilders faced conditioned stimulus (CS) as his factors for creating Fitna . . . 77
Figure 55: Part of Staats’ BBRs – sensory-motor repertoire . . . 78
Figure 56: The depictions of some Sheikhs/ Imams declaring about Islam . . . . 80
Figure 57: The demonstrations upholding Islam . . . 80
Figure 58: The places the Muslims-Terrorists bombing . . . 80
Figure 59: Education in the Netherlands . . . .94
Figure 60: Symbols of the Netherlands . . . .98
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ABBREVIATION
A-R-D : Attitude-Reinf orcement -Direct behavior ASU : Arizona State University
B.F. : Burrhus Frederick (Skinner) BBRs : Basic Behavioral Repertoires CBS : Columbia Broadcasting System CDA : Christian Democratic Appeal CIA : Central Intelligence Agency
CPAC : Conservative Political Action Conference CS : Conditioned Stimulus
CU : Christian Union D66 : Democrats 66 Dr. : Doctor Drs. : Dokterandus
e.g. : exempli gratia (for example)
ECTS : European Credit Transfer and Accumulation System etc. : et cetera (and so on)
EU : European Union
GDP : Gross Domestic Product
H. : Haji (Arab/ Indonesian lang. - degree of people)
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HBO : Hoger beroepsonderwijs (Dutch lang.)= higher applie d education i.e. : id est (it is)
IMDb : Internet Movie Database lang. : language
M.Ed. : Master of Education MA. : Master of Arts
MBO : Hiddelbaar Beroepsonderwijs (Dutch lang.)= middle-level applied education
MP . : Member of Parliament M.Si. : Magister Syari’ah Islam MS. : Master of Science
NIK : Nomor Induk Kependudukan (Indonesian lang.)= Personal Identification Number
NIM : Nomor Induk Mahasiswa (Indonesia n lang.)= University Student Number
OECD : Organisation for Economic Co-operation and Development Phil. : Philosopher (degree of people)
PvdA : Partij van de Arbeid=The Labour Party
PVV : Partij voor de Vrijheid (Dutch lang) = The Party for Freedom S.Pd. : Sarjana Pendidikan (Indonesian lang.)= Bachelor of Education
SAW : Sholallahu ‘alaihi wa sallam (Arabian lang.)= Peace and bless be upon him
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SDAP : Sociaal Democratische Arbeiders Party (Dutch lang.) = Social-Democrat Bond Party
SGP : De Staatkundig Gereformeerde Partij (Dutch lang) = The Political Reformed Party
SP : The Socialist Party
SWT : Subhanallahu wa ta’a la (Arabian lang)= Glory to Allah and Most High
UCLA : University of California at Los Angles UCS : Unconditioned Stimulus
UK : United of Kingdom
UMS : Universitas Muhammadiyah Surakata (Indonesian lang.)= University of Muhammadiyah at Surakarta
USA : United Stated of America ver. : version
VMBO : Voorbereidend Middelbaar Beroepsonderwijs (Dutch lang.)= Preparatory middle -level applied education
VVD : Volkspartij voor Vrijheid en Democratie (Dutch lang.)= The People’s Party for Freedom and Democracy
VWO : Voorbereidend Wetenschappelijk Onderwijs (Dutch lang.)= Preparatory scientific education
WO : Wetenschappelijk Onderwijs (Dutch lang.)= Scientific education WTC : World Trade Center
