ABSTRACT
Kastanya, Priskila Helena. The Class Struggle as the Impact of the Unequal Treatments Done by The Bourgeois Seen from Katniss Everdeen in Suzanne Collin’s Catching Fire. Yogyakarta: Department of English Letters, Faculty of
Letters, Sanata Dharma University, 2016.
The object of this study is the novel Hunger Games: Catching Fire. It is the second book of the trilogy of Hunger Games by Suzanne Collins. The novel was first published in 2009 when later in 2013 was brought into motion picture.
There are three objectives of this study. First objective is to depict the characterization of the main character, Katniss Everdeen in the novel. Second objective is to analyze how the unequal treatments are done by the Bourgeois and the third objective is to find out the class struggle as the impact of unequal theory of panopticon, theory of interpellation, theory of class consciousness, and theory of class struggle. The writer uses Marxist approach to analyze the class struggle as the impact of unequal treatments.
ABSTRAK
Kastanya, Priskila Helena. The Class Struggle as the Impact of the Unequal Treatments Done by the Bourgeois Seen from Katniss Everdeen in Suzanne Collin’s Catching Fire. Yogyakarta: Department of English Letters, Faculty of
Letters, Sanata Dharma University, 2016.
Objek penelitian ini adalah novel Hunger Games: Catching Fire. Buku kedua dari trilogi Hunger Games oleh Suzanne Collin. Novel ini pertama diterbitkan pada tahun 2009 yang kemudian diadaptasikan ke layar lebar.
Penelitian ini bertujuan untuk, pertama menggambarkan karakterisasi dari tokoh utama Katniss Everdeen di novel. Kedua, menganalisis bagaimana perlakuan yang tidak adil dilakukan oleh kaum borjuis dan yang ketiga menganalisa Class Struggle sebagai akibat dari perlakuan yang tidak adil oleh kaum Borjuis terhadap kelompok Proletar.
Metode yang digunakan penulis dalam penelitian ini adalah metode penelitian pustaka dimana sumber utama adalah novel Catching Fire itu sendiri. Materi penunjang adalah buku dan makalah-makalah yang berhubungan dengan teori yang digunakan di dalam penelitian ini. Teori-teori yang digunakan penulis dalam penelitian ini adalah sebagai berikut, teori tentang tokoh, teori penokohan, dan teori Marxsisme yang meliputi teori kelas sosial, teori Panopticon, teori
Interpellation, teori class consciousness, dan teori class struggle. Penulis
menggunakan pendekatan Marxisme untuk menganalisis class struggle sebagai dampak dari perlakuan yang tidak adil.
Hasil dari analisis menunjukan bahwa ada dua kelas besar yang terdapat dia dalam lingkungan kapitalis. Kelas atas adalah kaum Borjuis sedangkan kelas bawah adalah kelas proletar. Kondisi ini dimana ada kesenjangan yang besar diantara dua kelas tersebut mengakibatkan perlakuan tidak adil dilakukan oleh kelompok yang lebih berkuasa terhadap kelompok yang lemah. Perlakuan tidak adil ini dilakukan melalui sistem-sistem di dalam lingkungan yang memudahkan kaum borjuis mengontrol kaum proletar. Situasi yang tidak adil ini pada akhirnya mengarahkan kaum proletar untuk melakukan Class struggle. Namun, sebelum melakukan class struggle kaum proletar harus mengalami class consciousness terlebih dahulu. Pada akhirnya, class struggle dapat dilihat dari reaksi Katnis Everdeen. Pengaruh Marxisme dapat dilihat melalui penggambaraan class
struggle yang dilakukan kaum proletar terhadap kaum borjuis yang
THE CLASS STRUGGLE AS THE IMPACT OF THE
UNEQUAL TREATMENTS DONE BY THE BOURGEOIS
SEEN FROM KATNISS EVERDEEN IN SUZANNE COLLIN’S
CATCHING FIRE
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the requirements for the Degree of Sarjana Sastra
in English Letters
By
PRISKILA HELENA KASTANYA Student Number: 114214087
ENGLISH LETTERS STUDY PROGRAMS DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS SANATA DHARMA UNIVERSITY
THE CLASS STRUGGLE AS THE IMPACT OF THE
UNEQUAL TREATMENTS DONE BY THE BOURGEOIS
SEEN FROM KATNISS EVERDEEN IN SUZANNE COLLIN’S
CATCHING FIRE
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the requirements for the Degree of Sarjana Sastra
in English Letters
By
PRISKILA HELENA KASTANYA Student Number: 114214087
ENGLISH LETTERS STUDY PROGRAMS DEPARTMENT OF ENGLISH LETTERS
STATEMENT OF ORIGINALITY
I certify this undergraduate thesis contains no material which has been previously submitted for the award of any other degree at any university, and that, to the best of my knowledge, this undergraduate thesis contains no material previously written by any other person except where due reference is made in the text of the undergraduate thesis.
Yogyakarta, 29 January, 2016
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma Nama : Priskila Helena Kastanya
Nomor Mahasiswa : 114214087
Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul
THE CLASS STRUGGLE AS THE IMPACT OF THE
UNEQUAL TREATMENTS DONE BY THE BOURGEOIS
SEEN
FROM KATNISS EVERDEEN IN SUZANNE COLLIN’S
CATCHING FIRE
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasiannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal, 29 Januari, 2016
Yang menyatakan
I dedicate this
thesis to My Lord
who has blessed
me with a
beautiful family,
especially my
parents. Thank
ACKNOWLEDGEMENTS
First of all, I would like to express my gratitude to my Lord, Jesus Christ for his never ending love that strengthens me to go through this process in my life. Thesis writing is one long process to me and in this process I‟m blessed with these following beautiful people who were never absent in helping me get through this process. My deepest gratitude goes to my humble and very detail thesis advisor, Dewi Widyastuti S.Pd., M.Hum.for her patience and tolerance during the consultation time. I would like to thank Elisa Dwi Wardani S.S., M.Hum.as well as my Co-Thesis advisor, for all of the corrections and criticism for the improvements of this thesis.
My warm gratitude also goes to my parents, especially my mother, for her trust and for always putting up with me. I know this expression of gratitude would never replace your love in return. To my big family in Ambon, I thank them for always asking when I will graduate that I got annoyed and felt the urge to finish this thesis as soon as I could.
Not to mention these lovely friends of mine, Ester, Jeremy, Icung, Valentina who always bother me about the thesis. I‟m glad we are in this process together. I thank them for all the words of encouragement.
My gratitude also goes to Indrabeha for always being there for me. To Dhany, Melan and Susan, I thank them for the Laptops, encouragement and company when I was in critical moment. To Manda„Kete‟ my thesis-writing buddy, thank you for the design.
I would also like to thank all of the Lecturers and staff of English Letters Department Sanata Dharma University for helping me through this learning process and also all of the classmates in C Class batch 2011 I would like to thank them very much for being part of my learning process. I‟m surely going to miss our time learning together in class.
I‟m sure there is an endless list of people to thank for thus I would also like to thank everyone who happens to help me in this process but has not been mentioned in here.
Last but not least, to life I would say, “Leggo!”
TABLE OF CONTENTS
TITLE PAGE ... ii
APPROVAL PAGE ... iii
ACCEPTANCE PAGE………..…. iv
PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH ... v
STATEMENT OF WORK’S ORIGINALITY………...… vi A.The Characterization of Katniss Everdeen ... 26
B. The Unequal Treatments Done by The Bourgeois ... 30
C.The Class Struggle as the Impact of Unequal Treatments .. 50
ABSTRACT
Kastanya, Priskila Helena. The Class Struggle as the Impact of the Unequal Treatments Done by The Bourgeois Seen from Katniss Everdeen in Suzanne Collin’s Catching Fire. Yogyakarta: Department of English Letters, Faculty of
Letters, Sanata Dharma University, 2016.
The object of this study is the novel Hunger Games: Catching Fire. It is the second book of the trilogy of Hunger Games by Suzanne Collins. The novel was first published in 2009 when later in 2013 was brought into motion picture.
There are three objectives of this study. First objective is to depict the characterization of the main character, Katniss Everdeen in the novel. Second objective is to analyze how the unequal treatments are done by the Bourgeois and the third objective is to find out the class struggle as the impact of unequal theory of panopticon, theory of interpellation, theory of class consciousness, and theory of class struggle. The writer uses Marxist approach to analyze the class struggle as the impact of unequal treatments.
ABSTRAK
Kastanya, Priskila Helena. The Class Struggle as the Impact of the Unequal Treatments Done by the Bourgeois Seen from Katniss Everdeen in Suzanne Collin’s Catching Fire. Yogyakarta: Department of English Letters, Faculty of
Letters, Sanata Dharma University, 2016.
Objek penelitian ini adalah novel Hunger Games: Catching Fire. Buku kedua dari trilogi Hunger Games oleh Suzanne Collin. Novel ini pertama diterbitkan pada tahun 2009 yang kemudian diadaptasikan ke layar lebar.
Penelitian ini bertujuan untuk, pertama menggambarkan karakterisasi dari tokoh utama Katniss Everdeen di novel. Kedua, menganalisis bagaimana perlakuan yang tidak adil dilakukan oleh kaum borjuis dan yang ketiga menganalisa Class Struggle sebagai akibat dari perlakuan yang tidak adil oleh kaum Borjuis terhadap kelompok Proletar.
Metode yang digunakan penulis dalam penelitian ini adalah metode penelitian pustaka dimana sumber utama adalah novel Catching Fire itu sendiri. Materi penunjang adalah buku dan makalah-makalah yang berhubungan dengan teori yang digunakan di dalam penelitian ini. Teori-teori yang digunakan penulis dalam penelitian ini adalah sebagai berikut, teori tentang tokoh, teori penokohan, dan teori Marxsisme yang meliputi teori kelas sosial, teori Panopticon, teori
Interpellation, teori class consciousness, dan teori class struggle. Penulis
menggunakan pendekatan Marxisme untuk menganalisis class struggle sebagai dampak dari perlakuan yang tidak adil.
Hasil dari analisis menunjukan bahwa ada dua kelas besar yang terdapat dia dalam lingkungan kapitalis. Kelas atas adalah kaum Borjuis sedangkan kelas bawah adalah kelas proletar. Kondisi ini dimana ada kesenjangan yang besar diantara dua kelas tersebut mengakibatkan perlakuan tidak adil dilakukan oleh kelompok yang lebih berkuasa terhadap kelompok yang lemah. Perlakuan tidak adil ini dilakukan melalui sistem-sistem di dalam lingkungan yang memudahkan kaum borjuis mengontrol kaum proletar. Situasi yang tidak adil ini pada akhirnya mengarahkan kaum proletar untuk melakukan Class struggle. Namun, sebelum melakukan class struggle kaum proletar harus mengalami class consciousness terlebih dahulu. Pada akhirnya, class struggle dapat dilihat dari reaksi Katnis Everdeen. Pengaruh Marxisme dapat dilihat melalui penggambaraan class
struggle yang dilakukan kaum proletar terhadap kaum borjuis yang
CHAPTER I INTRODUCTION A. Background of the Study
Naturally, human being are given the right to live their lives the way he or she wants without being interfered by the others. Each person is supposed to control their own lives. In the Capitalist society however, not every person gets the right to control their lives the way they want. People are divided into classes. There are upper class and lower class. The upper class is mostly occupied by those who own means of production whereas those who do not own the means of production are noticeably occupying the lower class. These two classes in Marxism known as the Bourgeois and the Proletariat. Since the working class consists of those who do not own the means of production, they work for the upper class, selling their labor power to earn wage. Barry in his book states that, in capitalist society when it comes about the interest of the capitalist, “the workers are bereft of their full humanity and are thought of as
„hands‟ or „the labour force‟. People, in a word, become things.” (2002: 157).
In capitalist society, the upper class will always have more benefits and the working class or the proletariat will always be working but receive disproportionate earning for what they have done. This is what the writer found in The Hunger Games:
Catching Fire by Suzanne Collins. The main character of this book Katniss Everdeen,
the girl from district 12 is denoted as the pioneer of rebellion. In the story, the world of Katniss and the other people in the twelve districts are controlled by the government represented by the capitol. There seems to be a gap between the government and the people. Everything has to be based on capitol‟s decision, people are forced to work for
government‟s sake and the government also will take all the resource from each
district for their own interest. People are basically being suppressed by the government.
The writer chooses Suzanne Collin‟s Catching Fire as the literary work to be
studied because the main character of the novel, Katniss Everdeen, is somehow reflecting the people with less power oppressed by the upper class or those who have more power. This novel also depicts the condition of social and economic lives regarding human rights. Through this novel it can be seen how those people with more power have full control over those with less power.
this main character represents the working class in the story that is being controlled by the upper class, finally against all odd making a one big step to fight against the higher power.
B. Problem Formulation
There are some questions that are proposed to help the writer to conduct this research. To analyze the main character, the unequal treatments, and the class struggle will be covered by these three questions.
1. How is Katniss characterized in the novel?
2. How are the unequal treatments done by the Bourgeois depicted in the novel? 3. How do Katniss‟ reactions reflect the class struggle towards the unequal
treatment?
C. Objectives of the Study
D. Definition of Terms
In order to avoid misunderstanding in reading this study, the writer provides the definitions of some terms that are used in this study.
Nikolai Bukharin describes class struggle as “a struggle in which one class has entered into action against the other class” (1969: 298). Class struggle, in other words, is the movement develops when the oppressed class or the working class realizes that they in some point are being oppressed by the upper class. This can occur also when the one class‟ interest is in opposition to another. For example, if the interest of the upper class is to get much profit for them while the working class tends to strive for more proportionate earnings, it can be seen that the two classes have obviously opposite interests. Thus, the struggle can be developed from this stage.
Bourgeois, quoting from Engels in The Marx-Engels Reader is “the class of modern Capitalists, owners of the means of social production and employer of wage-labor” (Tucker, 1978: 473). Meaning to say this certain class is the one who has control over those who are the working class.
CHAPTER II
REVIEW OF LITERATURE
In this following chapter, the review of related studies and theories is provided in order to support the analysis of the study. This chapter is divided into two sub-chapters. The first one is the review of related studies contained some criticism and comment about the work of literature. The second one is the review of related theories contained the theories that related to the study.
A.Review of Related Studies
Suzanne Collin‟s Catching Fire is the sequel of the previous book Hunger
Game and most known for its violent element in the story. Nevertheless, the book
itself has received many honorable awards from USA Today, New York Times, Wall Street Journal and many more credible media for the bestselling book back in 2009. The story itself is actually the influence of the author‟s life background. “An Interview with Suzanne Collin” by James Blasingame reveals that the
author‟s father was in the military and also a professor in West Point Academy.
From the interview the author also states that her father was an intelligent and very knowledgeable person and it is no doubt that she is influenced by her father‟s
education and life experience.
Benjamin J. Geistfeld on his thesis entitled “Playing Games:
Governmental Influence and Personal Assertion in Suzanne Collins‟ The Hunger Games Series” discusses about the influence of the two government in The
Hunger Games Series toward the protagonist Katniss Everdeen. Each of the government has their own method to support their own agendas. According to Giestfeld,
The oppressive governments in these young adult novels create the social conditions from which the protagonists must remove themselves, and the protagonists successfully remove themselves from those social conditions by acting on their own interests rather than the government‟s interests (2013: 1).
Such condition is what he found on Suzanne Collins‟ The Hunger Games Series.
Catching Fire is one of The Hunger Games series indirectly shows how people
who have less power are being treated unequally and controlled by those who have more power. It is also stated that
Citizens in the classes who hold power (the upper classes) often justify their exploitation by denying the human status of the citizens they are exploiting (the lower classes). Because citizens of the lower classes no longer hold human status, they often have fewer rights than citizens in the upper classes (Giestfeld, 2013: 15).
Meanwhile a thesis done by Hardian Putra Pratama on “Class Struggle as the Impact of Oppression Seen in Clifford Odets‟ Waiting for Lefty: A Marxist Study”
In order to see the class struggle in the novel, the writer of this thesis analyzes the characters in the novel and then classifies into the two main classes namely proletariat and the capitalist. After that the writer analyzes the oppression done by the capitalist towards the proletarian. On his thesis, the writer applies theory on character and characterization, theory of Marxism that includes theory of social class, theory of oppression, theory of alienation, theory of class consciousness and theory of class struggle to analyze the problems mentioned above.
Through the analysis, the writer finds that there are two main classes in capitalist society; they are capitalist and the proletariat. The former is the capitalist while the latter is the proletarian. The writer discovers that the capitalist oppresses the proletarian to get benefit for their own sake. The class struggle then is done when the proletarian start to realize that they are being used by the capitalist. However, before the class struggle, the proletarian encounter some phases. The first phase is the alienation as the result of oppression, after that class consciousness when they realize that they as one united class are being tortured by another class. The last phase is the class struggle when the proletarian as an oppressed class feel that they are facing the same enemy and they think they have to struggle against the oppressor together. In the end the idea of Marxism can be seen through the struggle of the proletarian against the capitalist who bluntly oppress them (Pratama, 2009: 70-73).
Yohanes Tuaderu on his thesis entitled “Class Struggle in Capitalist
struggle occurs when the interest of the two classes are no longer the same. In other word, when the capitalist prioritizes their interest more than the working class including ignoring the welfare of the working class and the human aspects of the workers (Tuaderu, 2008: 140). There are two aims in this thesis, they are to reveal the social condition in capitalist society and to find how the character‟s
reaction toward the social condition as the portrait of the class struggle.
From the analysis, it can be seen that there are practices of class distinction and human exploitation in industry sphere in the society in England by the end of nineteenth century till the early twentieth century. Meanwhile, the class struggle which is done by the main character of Pygmalion is the portrait of the working class that is trying to free themselves from the poverty and gain the own rights.
Another thesis entitled “Jerry‟s “Class Struggle in Edward Albee‟s The
Zoo Story”. In his thesis, the writer tries to see the class struggle through an
absurd play. According to the writer, the play itself plays its role as a literary critic toward economy, political, and social life (Kristanto, 2010: 7).
In the study, it is concluded that Jerry, as the representation of the lower class, tries to get Peter‟s attention because he wants to be equal to him. Meaning
to say, Jerry wants to omit the class distinction in the society so that he can be free from the alienation. In the end, Jerry succeeds in achieving his dream but it takes his own life to get it. Second finding, is that Peter, who comes from the upper class, tends to control his position. By answering Jerry‟s questions reluctantly, he
shows that they are in a different position and his reluctance to share the bench symbolizes his willingness to keep his social status (Kristanto, 2010: 60-62).
This research will develop other studies mentioned above but unlike the previous studies that have been mentioned before, this research will try to analyze the same problem in a different literary work by using the same approach. This research focuses on how the unequal treatment performed by the upper class shows how the power is maintained by the upper class thus will result the struggle among the class.
B.Review of Related Theories 1. Theory of Character
Character is always included as one of the elements of a story. Mostly through characters, the author can deliver the idea of the story. In A Glossary of
Literary Terms characters are defined as the persons presented in literary work
2. Theory of Characterization
The way the author presents the character in the story is known as characterization. Perrine’s Literature: Structure, Sound and Sense proposes two ways the authors often uses to present their characters (Arp and Johnson, 2009: 162). The first way is direct presentation where the author will present the characters explicitly through the exposition or analysis, the description of the characters, or through another character in the story that describes them. Through the indirect presentation, the author will let the readers interpret the characters through their actions in the story. The readers will determine what the characters are like by what they say or do in the story.
According to Murphy there are nine ways of an author revealing the characterization to the readers. Those nine ways are described as follow.
1. Personal Description
The character is being described by the author, for example the author can describe the character‟s appearance through his body or clothes.
2. Character as seen by another
The author describes the character using the point of view or the opinion of other character.
3. Speech
4. Past life
The author gives clue to events that helped to shape the characteristics of the character. It is done by direct comment by the author himself, through the person‟s thought, through the conversation or meeting with another person.
5. Conversation of others
The characteristic of the person can be revealed through the conversation of other person. The things that other persons say about that one person often give the clues about that person‟s characteristics.
6. Reactions
The author lets the readers know or see how the person reacts to a various situation or events because the readers can see the person‟s attitude through his or
her reaction.
7. Direct comment
The person‟s characteristics are being described or commented directly by
the author. 8. Thoughts
The author freely presents the direct knowledge of what the person is thinking about and the readers are in a privileged position for knowing the thought of the person.
9. Mannerism
The author describes a person‟s mannerism, habits or peculiarity that
might reveal something about the person‟s characteristics to the readers. (1972:
3. Theory of Marxism
Marxism is a theory originally proposed by Karl Marx and Friederich Engel. This theory focuses on the condition of the society and the struggle of the people within it. The aim of this theory itself is to generate world without class or quoting what Barry says on his book, “The aim of Marxism is to bring about a classless society based on the common ownership of the means of production, distribution and exchange.” (2002: 156). Moreover he adds,
Marxist sees progress as coming about through struggle for power between different social classes. This view of history as class struggle (instead of, for instance a succession of dynasties, or as a gradual progress towards the attainment of national identity and sovereignty) regards it as „motored‟ by the competition for economic, social, and political advantage. The exploitation of one social class by another is seen especially in modern industrial capitalism, particularly in its unrestricted nineteenth-century form (2002: 157).
In other words, class struggle in the context of Marxist is considered as a competition for economical, social and political advantage. The aspect that triggers this struggle is certainly the condition of economical, social and political that is unfair for one class in such industrial society.
he writes, is the “control it wields over the essential means of production and
communication.” (1954: 19-20).
The focus of this study is the class struggle as the impact of the unequal treatment performed by the ruling class; hence there are six theories of many theories in Marxism that will be employed in this study. They are theory of social class, panopticon, interpellation, class consciousness and class struggle.
a. Theory of Social Class
Nikolai Bukharin defines class as “a category of persons united by a
common role in the production process, a totality in which each member has about the same relative position with regard to the other functions in the production process” (1969: 278-279). Meanwhile social class is “the aggregate of person playing the same part in production, standing the same relation toward other persons in the production process, these relations being also expressed in things (instrument of labor)” (1969: 276). In other words the members of social class
consist of the people who bear the same relation in the society. For example, the textile workers and mine workers are in the same class because they share the same relation to certain persons (the owner) that control their work. Likewise, for the owners of textile and mine, they are in the same class because of the common position they have as the owner of textile and mine factories.
According to Ralf Dahrendorf in Class and Class Conflict in Industrial
Society,
Thus, the ownership of property as the means of production determines the classification of people in certain society. Those who own the means of production will be considered as the upper class, while those who do not have any means of production belong to the lower class.
Gary Day‟s Class asserts that, Marx called the class who owned the means
of production, the Bourgeois and the class who sold their labor power, the proletariat. According to Marx, these two classes have different interests. The Bourgeois seeks for the highest profit and in order to reach that they pay the workers the lowest wage as possible while demanding the worker to attain the highest level of productivity (2001: 7).
In the Communist Manifesto Marx adds that “our epoch, the epoch of the Bourgeois, possesses, this distinctive feature: it has simplified the class antagonisms” (1967: 80). Society as a whole splitting into two great hostile
camps, into two great classes, directly facing each other: Bourgeois and Proletariat.
b. Theory of Panopticon
Panopticon was concept of building first established by English Philosoper and Social theorist Jeremy Bentham in the late 18th century. This concept afterward developed by Michel Foucault in his book Power/Knowledge. He describes Panopticon as an implicit model of power (1980: 71).
there. The function is to watch the building more effectively because with this concept of building the overseer will be able to gaze everything that happens around the building while he himself cannot be seen by the others. Foucault adds, “in short, the principle of the dungeon is reversed; daylight and the overseer's gaze
capture the inmate more effectively than darkness, which afforded after all a sort of protection” (1980: 147).
In addition, this system according to Betham was a great innovation that is needed for the easy and effective exercise of power. However, the procedure of power that are applied in the modern societies are more vary, and rich. (1980: 148).
c. Theory of Interpellation
This theory is proposed by French Marxist theoretician, Louis Althusser (1918-1990). According to Peter Barry, Ideology is a key term for Althusser, as for all Marxists. It is a broad concept variously defined within Marxism (Barry, 2002: 163). Barry explains Althusser‟s idea of ideology by quoting from Philip Goldsteins‟s The Politics of Literary: An Introduction to Marxist Criticism as
follows:
Ideology is a system (possessing its logic and proper rigour) of representations (images, myths, ideas, concept, according to the case) endowed with an existence and an historical role at heart of a given society (2002: 163).
In other words, ideology is a belief, attitude, values, in a society, can be its history, culture, and custom that has been set in the society.
imposed on individuals to persuade them that there is no real contradiction between capital and labor or, more crudely, between the interest of the working class and ruling class. In Modern Literary Theory, he states that “it is, rather, a matter of the representation of imaginary version of the real social relations that people live. These imaginary versions of the real social relations are necessary for the perpetuation of the capitalist system” (1977: 51).
Ideology does not establish itself simply through consciousness nor
through disembodied ideas but through systems and structure. Ideology is
presented in the representations (the signs) and the practices (the rituals) of
everyday life. Most importantly, it is through ideology that individuals are
constituted as „subjects‟ – misrecognizing themselves as free and independent
beings with unique subjectivities. Ideology needs agent to reproduce itself in the
society. The main agencies for the reproduction of ideology and the subject are
what Althusser calls the „Ideological State Apparatuses‟ (ISAs). It is a certain
number of realities which present themselves to the immediate observer in the
form of distinct and specialized institutions. It is included, religion, education,
family, laws, politic, trade union, communications and culture.
individual is encouraged to see herself or himself as an entity free and independent of social forces” (2002: 165).
As for hegemony, a term given by the Italian Marxist Antonio Gramsci (1891-1934). Quoting Williams, Barry defines hegemony as „the whole lived social process as practically organized by specific and dominant meanings, values and beliefs of a kind which can be abstracted as a “world view” or “class outlook”
(2002: 164). In other words, hegemony is a kind of ideology that is dominant and able to influence the people without being forced. When this kind of system is applied in the society, people will feel like they have freedom where they actually don‟t. In the Beginning Theory, William relates Hegemony to culture in general
and ideology in particular. Hegemony is like a form of social control that has been internalized and can make certain views seem “natural” or visible so that they hardly seem like views at all, „just the way things are‟ (Barry, 2002: 164-165). Ever since this term is relatively connected to the concept of ideology, it can also be seen as the element of interpellation. Hegemony and ideology can be used to see how far the interpellation is applied in certain society.
d. Theory of Class Consciousness
Jozef Wilczynski defines class consciousness as “the awareness and understanding by members or group of a particular layer of society belonging to a distinct social class.” (1981: 78). Theory of class consciousness is one of the
development of an antagonistic of the proletariat against the Bourgeois. In this context it involves:
1. Realization amongst the workers that they constitute a distinct and fraternal social class, both nationally and internationally, and separate from the rest of society.
2. The workers‟ pride in their belongings to the largest class, united by common problems and a struggle for the just cause.
3. The conviction that the interests of the proletariat are irreconcilably opposed to those of the Bourgeois, against which the workers must unite and fight to ensure social justice and to achieve a classless society. (Wilczynski, 1981: 78).
Hence, to conduct class struggle, class consciousness in the context of Marxism is a significant necessity. One class must first realizes where they stand, then acknowledge their common interest which is to achieve social justice and the common problems which is the experience of being oppressed by the other class or in this context the capitalist. Thus, they will unite as one class with a common interest and problem and form a class struggle as the impact of oppression done by the capitalist.
There are two stages of the development of class consciousness proposed by Hegel that is later adapted by Marx and Engels. “Class “in itself” and class for itself” is Hegelian concept adapted and used in classical Marxist terminology
(Especially by Marx and Engles)” (Wilczynski, 1981: 79).
movement against their employers individually not capitalist as a class because they see capitalist as the group of oppressor. The later stage class “for itself”,
workers become conscious of their class identity. They start to realize that there are actually two classes in the society they are proletariat and capitalist. These two classes are opposite to each other. Thus, any action by the proletariat in this stage directed to the capitalist is the impact of their demand of social justice and considered as an act of one class (proletariat) against capitalist (Bourgeois) as a class who act as the oppressor.
e. Theory of Class Struggle
In Beginning Theory, Karl Marx defines struggle in the society as class struggle and Marxism sees the struggle as the power between different social classes (Barry, 2002: 157). This struggle mainly is driven by the competition for economic, social, and political advantage. However, the idea of class struggle itself is not originally coming from Karl Marx. Henry B. Mayo writes that the idea of class struggle did not, as we know, originate with Marx. Its existence has been recognized from years before Marx lived but actually it was only Marx who made it into the mainspring of history (1960: 93).
Nikolai Bukharin describes class struggle as “a struggle in which one class
has entered into action against the other class” (1969: 298). This struggle happens
when the oppressed class realizes that they in some point are being oppressed by another class. In Gary Day‟s Class, Marx located the source of this conflict in the
The antagonism between the classes, based on their different relations to production, makes them conscious of themselves as classes and this leads to conflict (2001: 6-7). As it has been mentioned before, these two classes have different interest and thus it leads to conflict. One class strives for such big profit with low expense on the production which means paying low wage to the working class while another class strives for better wage in return for their labor power.
It is clearly seen that the one who owns the means of production has more power than the one who only has the labor power. Alfred G. Meyer emphasizes that all relationship between classes are necessarily exploitative relationship and the answer to Marx‟s question about the factor that enables the exploiter class to
maintain its position of dominance and to perpetuate exploitative relationship is power. The power itself lays in the means of production. What he means by the power here is the control which enables a class to exploit those classes with no such control, to maintain economic, social, and political inequalities. It is this control which makes a class the ruling class (1954: 19-20). Thus, class struggle will take place between the Proletariat and the Bourgeois. Jozef Wilczynski adds furthermore that there are two basics of class struggle;
1. Economic: a struggle for the improvement of the condition of work and a change in the principle governing the distribution of the fruits of the labor.
C.Theoretical Framework
In order to answer problem formulation, the contribution of theories is needed. Thus, the review of related study will be needed to add more information, critique, and comment towards Catching Fire. The review of related theories along with the review of related studies will give deeper insight about the study.
CHAPTER III METHODOLOGY A. Object of the Study
The object of this study is Suzanne Collin’s second book of the Trilogy of Hunger Games, Catching Fire. This book was first published in 2009 by the
Scholastic Press. It has earned a lot of excellent reviews from the well-known media such as Time Magazine, The New York Times Book Review and also awards from Black-Eyed Susan Book Award, Garden State Teen Book Award, School Library Journal Best Books of the Year, Young Readers Choice Award and many more. Like the previous book, this second book of the Trilogy of Hunger Games has also been brought into motion pictures and again has earned so many awards.
This second book mainly tells about the struggle of Katniss Everdeen and her partner Peeta Melark, the winners of the annual Hunger Games who have to enter the game again. This all has something to do with their winning in the previous game which somehow is considered as the act of defiance by the Capitol, their government and has ignited some sparks of rebellion in the districts of Panem. Taking all the risks, Katniss goes back to the game for the sake of her family and friends and also Peeta, her partner. However, as the story develops it turns out Katniss wants to fight back the government which has been treating the people in the districts unjustly and through the Hunger Games she completed her rebellion.
showing that the author wants the readers to be aware with their circumstances, with the situation around them. Any unfair acts or unequal treatments by the government towards the people should be unacceptable.
B. Approach of the Study
In order to do the analysis, the writer uses Marxist approach. Marxist approach is the belief of Marx that focuses on the contradiction between different classes that later on will result an uprising from one certain class. The uprising is known as class struggle in Marxism and has become the main concern of this study. Karl Marx and Friederich Engels state that “the history of all hitherto existing society is the history of class struggle” (1967: 79). This shows that class struggle has been the main concern of
Marxist since long time ago. The aim of Marxism itself “to bring classless society, based on the common ownership of the means of production, distribution, and exchange” (Barry, 2002: 150).
Marxist criticism tends to deal with history in a fairly generalized way. It talks about conflict between social classes and clashes of large historical forces. It is also mentioned by Peter Barry on his book that, “Marxist sees progress as coming about
through the struggle for power between different social classes” (2002: 151). Barry adds that this view of history as class struggle is an impact of the competition for economical, social and political advantage between the classes. Raymond Williams in
Marxism and Literature states that “Marxism extended the definition of rule and
Hence, using Marxist approach will be sufficient to help the writer conducting deeper analysis on Suzanne Collin’s Catching Fire.
C. Method of the Study
In doing the analysis of the study, the writer applied library research instead of field research because the data to support the analysis were only available in the form of textbook. The most important data for the analysis were mostly found in the books at the library because the books at the library contained sufficient information regarding the topic the writer were studying.
CHAPTER IV ANALYSIS
This chapter contains the answers of the problem formulation mentioned in the previous chapter. This chapter consists of three sub-chapters. The first is about the depiction of the Katniss Everdeen, the major character in the novel. The second part is about the unequal treatments performed by the Bourgeois. The third part is discussing about the portrayal of the class struggle as the impact of the unequal treatments done by Bourgeois through Katniss‟ reactions.
A. The Characterization of Katniss Everdeen
Katniss Everdeen is the major character in the story. In Catching Fire, there are more than ten characters that are involved in the story and generally they can be divided into two groups, protagonist and antagonist. Protagonist is the first or main character in the story while antagonist is the opposite of it or the characters who are against the main character. Katniss is the protagonist in the story. In this study, the writer will only study about Katniss as the main character of the story.
In describing the character, the writer employs the theory of character by M.H. Abrams. By using Abrams‟ theory, the writer will examine the persons in
author through personal description, character seen by another, speech, past life, conversation of other, reaction, direct comment, thoughts, and mannerism. Since the writer will only study about Katniss Everdeen, the analysis will go straight to the characterization of this character.
As it is mentioned before Katniss Everdeen is the main character in the story. She is the girl from district twelve who voluntarily went to Hunger Games substituting her little sister. In the story, Katniss is portrayed as a strong and brave girl. She goes for hunting to survive even though it is forbidden. Living only with her mother and her little sister makes her become kind of girl who has instinct to protect the others. Especially those that she thinks are weaker. When her friend, Gale is punished by the peacekeeper, she steps up to protect him directly from the whipping. It can be dangerous for her but she could not think of anything else but to protect her friend.
No! I cry, and spring forward. It‟s too late to stop the arm from descending, and I instinctively know I won‟t have the power to block it. Instead I throw myself directly between the whip and Gale. I‟ve flung out my arms to protect as much of his broken body as possible, so there‟s nothing to deflect the lash. I take full force of it across the left side of my face (Collins, 2009: 106).
It can also be seen when she is dragged back to the game and all she thinks about is only to keep Peeta alive in the game. She even begs Haymitch to conspire with her in order to save Peeta in the game.
Haymitch. Say you‟ll help me.” He frowns at his bottle, weighing my words. “All right,” he says finally (Collins, 2009:178-179).
Other proof that shows her instinct to protect is when Haymitch asks her to find some allies from other Districts Katniss prefers to get together with two tributes from District three that are considered as a joke by most of the tributes.
They‟re a little strange, but I‟m pretty sure neither of them is going to try
to make me uncomfortable by stripping naked…, Wires and Beetee make
a decent company. They seem friendly enough but don‟t pry. We talk about our talents; they tell me they both invent things, which makes my
supposed interest in fashion seem pretty weak…, Well, Wires and Beetee
are smart. They invent things. They could tell by sight that a force field had been put up between us and the Gamemakers. And if we have to have allies, I want them (Collins, 2009: 226, 227, & 230).
From the quotation above it can be seen that Katniss sees the two tributes from different perspective. She figures out that the two tributes she likes are slightly good in fighting. Other tributes view District three‟s tribute as a joke. However, she knows they are weak but they have their brains and that is why she wants to have them as the allies so that she can protect them. From the training session, she can tell that they are bright people and it can be something useful in the arena.
Katniss is also portrayed as someone who concerns about others in every situation she is in. In every decision that she makes, she will think about others first before herself. It can be seen when she almost gives up on her hunting in the wood, but she keeps on waiting so that she will get fresh meat for her friend‟s family.
It is mentioned in the quotation above, she has been in the woods for three hours and still gets nothing. She actually can give up today‟s haunting but she thinks of
her best friend‟s family that needs her catch so she stay still in the woods until she
gets something for them.
It can also be seen when she has the visit from President Snow who comes to warn her regarding what she did back in the game which has led to the acts of uprising in some districts and also to make her promise to convince the president that she is not defying the capitol.
The first question is who to tell, if anyone. Not my mother or Prim, obviously; they‟d only become sick with worry. Not Gale. Even if I could get word to him. what would he do with the information, anyway? If he were alone, I might try to persuade him to run away. Certainly he could survive in the wood. But he‟s not alone and he‟d never leave his family. Or me. When I get home I‟ll have to tell him something about why our Sundays are a thing of the past, but I can‟t think about that now. Only about my next move. Besides, Gale‟s already so angry and frustrated with the Capitol that I sometimes think he‟s going to arrange his own uprising. The last thing he needs is an incentive. No, I can‟t tell anyone I‟m leaving behind in District 12 (Collins, 2009: 32-33).
She is very concerned about the situation that she has got into after the visit from president snow. She starts thinking about someone she can tell the situation about but she does not want to tell her family or even her best friend because she knows they can be in danger or do something dangerous if they know about it.
Perhaps it is the newness of the house or the shock of seeing him or the mutual understanding that he could have me killed in a second that makes me feel like the intruder. As if this is his home and I‟m the uninvited party. So I don‟t welcome him or offer him a chair. I don‟t say anything. In fact, I treat him as if he‟s a real snake, the venomous kind. I stand motionless, my eyes locked on him, considering plans of retreat (Collins, 2009: 19). Katniss‟ reaction towards President Snow in the quotation above also signifies
that there is a gap that separates both of them. It also shows that Katniss feels inferior under the presence of the President Snow.
It can also be seen from Katniss‟ thought about President Snow‟s
statement about the impact of the uprisings that she may have caused in several districts.
“There have been uprisings?” I ask, both chilled and somewhat elated by the possibility.
“Not yet. But they‟ll follow if the course of things doesn‟t change. And uprisings have been known to lead to revolution.” President Snow rubs a spot over his left eyebrow, the very sport where I myself get headache. “Do you have any idea what that would mean? How many people would die? What conditions those left would have to face? Whatever problems anyone may have with the Capitol, believe me when I say that if it released its grip on the districts for even a short time, the entire system would collapse. I‟m taken aback by the directness and even the sincerity of this speech. As if his primary concern is the welfare of the citizens of Panem, when nothing could be further from the truth. I don‟t know how I dare to say the next words, but I do. “It must be very fragile, if a handful of berries can bring it down” (Collins, 2009: 21-22).
From the quotation above, Katniss seems to make ironic comments about President Snow‟s statement through her thought. It can also be seen when she said
the welfare of the people in the districts, as if he really cares about them instead of his supremacy.
B.Unequal Treatments Done by The Bourgeois
From the characterization in the previous chapter, there are two separated class that can be seen in Catching Fire, the Capitol as the upper class or the Bourgeoise and people who live in the district as the proletariat. Katniss represents the latter. As the one who owns the means of production which implies that they have more power, the Capitol holds everything under their control and in order to uphold their control over the lower class, the system, the rules, and the custom, everything related to the lives of people in the Districts, in this context the proletariat, are under the authority of the Capitol. However, the system that they apply to the proletariat somehow leads to a form of unequal treatments to the lower class.
Unequal treatements perpetuated by the Capitol in order to uphold the status quo. The condition where there is one class is at lost and another is not. In the story, people in the district live in a very different lives from the ones who live in the Capitol. As it is mentioned before, the Capitol do things unequally to the people in order to maintain their power.
This system also has been going for quite a long time in their world. That being said, it is like an ideology that is planted on the their mind that they are nothing compare to the upper class. Barry proposes Althuser‟s term interpellation which signifies the way each person is made to see him or herself as an entity free and independent of social forces (Barry, 2002). People, in a way are being led to accept their condition even if the condition is harmful for them.
overcome the power of the Capitol, the male and female tributes will be reaped from the existing pool of victors… What does it mean? Existing pool of victors? Then I get it, what it means. At least for me. District 12 only has three existing victors two choose from. Two male. One female… I am going back to the arena (Collins, 2009: 172-173).
In the previous Quartel Quells, the tributes are drawn from the result of voting. So, all of the people in the districts have to vote for two kids that they think should go to the arena representing the district. However, for this year the Capitol change the rules and it means Katniss has to go back again to the Games. Since she is the very reason that emerges the uprising in some districts, Capitol considers her as a threat. Therefore, they manipulate the rules of the Games to get her back into the Games so that the rebels will have no guts to do the uprisings. Katniss, herself, cannot fight the rules because the law has been laid out and the Capitol has been planting the idea that the Games itself is the impact of the rebellion done by their ancestors so they have no choice other than to follow the rules.
This is considered as the unequal treatment because the deal is that all the victors of The Hunger Games are out of the reaping life. Katniss and other victors are made to think that they are free but actually they are not. As the one who has more power, the Capitol will always control them. Drawing Katniss and other victors as well back into the game signify that the Capitol try to uphold their power. This also emphasizes Capitol‟s remarks that even the strongest among the people in the lower class cannot do anything against them. Something that the Capitol has been planted to the people‟s mind that they would have no power
The Capitol always makes people believe what they tell to the people even if it is the opposite of the truth. The information that is being distributed around the Districts has to be based on the Capitol‟s approval. Other than that it will be
banned. People will not watch the television if it is not for the mandatory programming that will broadcast live from the Capitol. So, people will have to view the program on their television or they will be gathered in the square in town and view it together. The events such as Hunger Games and everything related to it are mandatory view for all people in the districts. It can be seen when Katniss‟
sister, Prim tell her that there will be a mandatory programming to her and it means they will have to sit and watch it together.
Prim comes home from the school bubbling over with excitement. The teachers announced there was mandatory programming tonight. “I think it‟s going to be your photo shoot!” “It can‟t be, Prim. They only did the pictures yesterday,” I tell her… When we gather around the television at seven-thirty, I discover that Prim is right. Sure enough, there‟s Caesar Flickerman, speaking before a standing-room-only crowd in front of the tr aining center, talking to an appreciative crowd about my upcoming nuptials (Collins, 2009: 169-170).
It can be seen that such thing has become a custom for the people in the district. It has been performed in years so people think that is common to do such thing. While actually what can be seen in such a situation is that people are indirectly made to think according to the Capitol‟s demand. They are indirectly enforced to
watch the show that only confirmed by the Capitol which is to say the Capitol automatically form the way of thinking of the people.
“I understand why you‟re running, but what do you expect to find in District Thirteen?” I ask. Bonnie and Twill exchange a nervous glance. “We‟re not sure exactly,” Twill says. “It‟s nothing but rubble,” I say. “We‟ve all seen the footage.” “That‟s just it. They‟ve been using the same footage for as long as anyone in District Eight can remember,” says Twill. “Really?” I try to think back, to call up the images of 13 I‟ve seen on television. “You know how they always show the Justice Building?” Twill continues. I nod. I‟ve seen it a thousand times. “If you look very carefully, you‟ll see it. Up in the far right-hand corner.” “See what?” I ask. Twill holds out her cracker with the bird again. “A mockingjay. Just a glimpse of it as it flies by. The same one every time.” “Back home, we think they keep reusing the old footage because the Capitol can‟t show what‟s really there now,” says Bonnie (Collins, 2009: 146-147).
The Capitol clearly controls everything that people see, hear and even think the way they want to from the quotation above. The stream of information is being controlled directly from those who have power so that people in a lower class will not have a chance to think about going against them. Katniss, for example thinks that District Thirteen is nothing but ruins because she has been made to think that way by the Capitol, by controlling things she that can see or hear.
The capitol intentionally hides everything from the people, anything that will cause them to do any rebellion. When Katniss is on her victory tour in District 11, she makes a spontaneous speech that causes small movement among the crowds in District 11. After she does the speech, one of the people in the crowd raises his hand and forms three fingers in the air which is the sign from Katniss‟ district. That is considered as provoking gesture as it shows how the
people in the districts are on her side. For the Capitol, it is surely not something to be broadcasted live for all the people in the districts. Therefore, the broadcast of her victory tour gets cut off.
gun fire, and I said it was ridiculous, but who knows? There are lunatics everywhere (Collins, 2009: 63).
It is clearly seen that the capitol would not want that kind of show. A show that demonstrates what they consider as an act of rebellion in front of the camera. They control what they show to the people so people will not be persuaded by that. As it is mentioned before they will make it seem like everything is just fine by controlling what they show for the people.
There are agencies to reproduce the ideology. They are what called as „Ideological State Apparatuses‟ (ISAs). Media is one of the ISAs and it can be
seen that the dominant class employs this tool in order to control the people. Lead
people to think that everything is just fine. In the story, the capitol use the media
to control the stream of information among the working class. That is one of the
ways to make people obey them. Ideology and Interpellation works the same way.
They both get people to accept their current condition even if it is bad. Ideology
gets people to believe that there is no contradiction between the working class and
the Bourgeois. It gives imaginary versions of real social relation that are actually
necessary for the perpetuation of capitalist system (Althuser, 1977).
Katniss and also other people who live in the Districts have been treated
unequally. It is because the Capitol controls the information so that the Katniss
and also the District people will not have access to the information even if it is
about things that happen around their daily lives. That also makes them think like
the way Capitol want. Their task is only to receive what Capitol tells them without
them to believe and by that according to Althuser they are interpellated. The
condition when people are made to think they have choice where actually they
have no choice at all (Barry, 2000) is the condition in which Katniss and people
who live in the district in this context the proletar undergo.
Michel Foucault in his book proposes a kind of system used to exercise power. This system named Panopticon. Inspired by a concept of prison building in the form of the ring where the overseer is placed in the center of the building. This concept of building is effective to supervise everything that happens around the building. The overseer can see everything that happens around the building while the people who placed in there cannot see the overseer. The capitol employs this kind of system to the people who live in the district and it can be seen especially from Katniss.
As the victor of Hunger Games and the one who is suspected has performed act of defiance, the capitol always has got their eyes on Katniss. When she gets a visit from the president Snow and they talk about how she is suspected in performing the act of defiance in the arena. President Snow indicates that he knows every move of her or in other words, he knows everything that she does back in district 12. It means that she is being watched by the capitol. However, she is not fully aware that she is being watched. It can be seen in the following quotation
impossible. At least by a person. Cameras? That never crossed my mind until this moment (Collins, 2009: 24).
Other proof that shows that Katniss is being watched is when she makes a call to check Peeta‟s condition, she actually wants to talk about the things she has on her
mind. Talking about the uprisings but she could not dare to talk about it through the phone because she knows that the phone is being tapped.
“Hey. I just wanted to make sure you got home,” I say. “Katniss, I live three houses away from you,” he says. I know, but with the weather and all,” I say. “Well, I‟m fine. Thank you for checking.” There‟s a long pause. “How‟s Gale?” “Alright. My mother and Prim are giving him snow coat now,” I say. “And your face?” He asks. “I‟ve got some, too,” I say. Have you seen Haymitch today? “I checked on him. Dead drunk. But built up his fire and left him some bread,” he says. “I wanted to talk to – to both of you.” I don‟t dare add more, here on phone, which is surely tapped (Collins, 2009: 126).
That they are all being watched, it seems like Katniss‟ life no longer has privacy because the Capitol can easily record everything even if it is including personal matter.
In the arena, the capitol applies this method as well. However they somewhat perform it in more modern way. They inject a device that can track every move of the tribute into the body of the tributes. It is surely useful for them to watch the tribute closely and of course to control the game effectively. “The
electric current freezes me in place on the ladder until the doctor injects the tracker into my left forearm. Now they will always be able to locate me in the arena” (Collins, 2009: 261).
I look over his shoulder and see he‟s creating a map of the arena. In the center is the Cornucopia on its circle of sand with the twelve strips branching out from it. it looks like a pie sliced into twelve equal wedges. There‟s another circle representing the waterline and a slightly larger one indicating the edge of the jungle. “Look how the Cornucopia‟s positioned,” he says to me. I examine the Cornucopia and see what he means. “The tail points toward twelve o‟clock,” I say. “Right, so this is the top of our clock,” he says, and quickly scratches the number one through twelve around the clock face. “Twelve to one is the lightning zone.” He writes lightning in tiny print in the corresponding wedge, then works clockwise adding blood, fog and monkey in the following sections. “And ten to eleven is the wave,” I say. He adds it. Finnick and Johanna join us at this point, armed to the teeth with tridents, axes and knives. “Did you notice anything unusual in the others?” I ask Johanna and Beetee, since they might have been something we didn‟t. but all they‟ve seen is a lot of blood. “I guess they could hold anything.” “I‟m going to mark the ones
where we know the Gamemakers‟ weapon follow us out past the jungle, so
we‟ll stay clear of those,” says Peeta, Drawing diagonal lines on the fog and wave beaches. Then he sits back. “Well, it‟s a lot more than we knew this morning, anyway” (Collins, 2009: 332).
From the quotation above it is clearly seen that the arena is in circular shape and the tributes that are put in there are like the prisoners that are put together and being watched. Apparently, the purpose of having this kind of arena is to make it easier for the Gamemakers, in this term those who have power, to control the game. So, even if the Games itself are acted by Katniss and the other tributes, they are actually not able to do it by their own ways.
