HERO CONSTRUCTION NARRATIVE IN A BUG’S LIFE, THE FILM.

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Dhea Restu Perdhana, 2013

Hero Construction Narrative I a Bug’s Life, The Film Universitas Pendidikan Indonesia | repository.upi.edu

HERO CONSTRUCTION NARRATIVE IN

A BUG’S LIFE

, THE FILM

A Research Paper

Submitted to the English Education Department of the Faculty of Languages and Arts Education of the Indonesia University of Education as Partial Fulfillment of the

Requirements for Sarjana Sastra Degree

By:

DHEA RESTU PRADHANA 0809085

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGES AND ARTS EDUCATION

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HERO CONSTRUCTION NARRATIVE IN

A BUG’S LIFE

, THE FILM

By:

Dhea Restu Pradhana

Submitted as Partial Fulfillment of the Requirements for Sarjana Sastra Degree in Indonesia University of Education

April 2013

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PAGE OF APPROVAL

HERO CONSTRUCTION NARRATIVE IN A BUGS’S LIFE, THE FILM

By

Dhea Restu Pradhana 0809085

Approved by:

Head of Department of English Education

Faculty of Languages and Arts Education

Indonesia University of Education

Prof. Dr. Didi Suherdi, M. Ed. NIP. 1962110119871210001 First Supervisor

Dr. Rd. Safrina Noorman, M. A. NIP. 1963122919900220001

Second Supervisor

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ABSTRACT

The present study entitled Hero Construction Narrative in A Bug’s Life, The Film aims to investigate the film narrative of hero construction. The study employs a descriptive qualitative study with textual analysis. The present study adopted

Hourihan’s (1997) theory as its major theoretical framework and the language of film

theory (Heintz and Stracey, 2006). The study found that the hero construction in the film is presented through three phases there are the initiation phase, the conflict phase and the resolution phase. These phases are also analyzed through the language of the film. These phases are crafted through the pattern of cause and effect where film characters become the agent of causality. These characters are put in binary opposition to construct the hero in the narrative which is mediated through the language of film, such as camera shots, camera movement and mise en scène. The uses of binary opposition support the delivery of the didactic message in the film, since animation films are often directed to children.

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ABSTRAK

Studi ini berjudul Narasi Pembentukan Pahlawan pada Film A Bug’s Life bertujuan untuk menginvestigasi pembentukan pahlawan dalam film. Studi ini menggunakan studi deskriptif kualitatif dengan analisis teks. Studi ini mengadopsi teori yang dikemukakan oleh Hourihan (1997) sebagai landasan utama dan teori bahasa film yang dikemukakan oleh Heintz dan Stracey (2006). Studi ini menemukan bahwa pembentukan pahlawan dalam film ditampilkan melalui tiga fase yakni fase inisiasi, fase konflik dan fase resolusi. Ketiga fase ini juga dianalisis melalui bahasa film. Ketiga fase ini dibentuk melalui pola sebab akibat dimana karakter dalam film berperan sebagai agen kausalitas. Karakter-karakter tersebut di posisikan dalam oposisi biner untuk membentuk sang pahlawan dalam narasi yang ditampilkan melalui bahasa film yakni camera shots, camera movement dan mise en scène. Penggunaan oposisi biner mendukung dan memudahkan penyampaian pesan didaktis film, karena film animasi biasanya ditujukan untuk anak-anak.

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CHAPTER I

INTRODUCTION

This chapter presents the introduction of the study. It covers background of

the study, a research question, aims of the study, scope of the study, significance

of the study, clarification of terms, and organization of the paper.

1.1 Background of the Study

In the modern era, films are considered as one of literary genre. Films has

also had a major influence on the fine arts; novel, more abstract approaches to

painting have been taken in response to this new media (Klarer, 1998). Films are

often made in order to depict something in the real world and convey it in other

ways, particularly stories in motion pictures to the spectators.

In accordance to the notion above, the current study analyzes a film as the

subject of the research. Although films have its own specific characterization and

terminology, it is possible to analyze films by drawing on methods of literary

criticism (Klarer, 1998). Just like other forms of literature, films are often offered

as representations of reality. But, sometimes films are being constructed to the

viewers. In other way, films are made in a specific way for a particular purpose.

Therefore, by analyzing a film this study aim to finds the purpose of the film, to

see whether the film is representing something fair and appropriately or placing

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Films have become the subject for certain studies. There are several

studies that have analyzed film scripts such as, Muna Indraprasta Pratiwi (2010) in

Struggling in Self-Respect (A Power Relation Analysis of the Main Characters in

the film Script “Babel”), Yudi Rahmadi (2010) in Power Relation of the Man

Characters (Analysis of The Last Samurai Movie Script) and Fauzy Rahman

Kosasih (2011) in The Characterization of Mark Zuckerberg Character in The

Social Network Movie Script. Those studies use film scripts as the subject for the

research. However, this present study is different because this study uses a film as

the subject of the research. Therefore, this study investigates the language of the

films, such as the story, the camera (shots, composition and movement), and mise

en scène.

According to Heintz and Stracey (2006), films are shaped for an audience.

They are expected to attract their audience. An animated film usually addresses

for children (Dirks, 2011). Therefore, the animated film shows a clear distinction

between good and bad. However, this distinction is analyzable, because what is

shown in the film actually more complex than what is seen. Nodelman (2008:

341) says that children literature claims free from adult content that nevertheless

lurks within it. Consequently, by analyzing the animated film the adult content is

identified.

This study uses A Bug’s Life film as the subject of the research. A Bug’s

Life is an animated film which the script is directed by John Lasseter and written

by John Lasseter, Andrew Stanton and Joe Ranft. Their works have won many

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Movie Database (2011), this film won best animated feature in Critics Choice

Award 1999 and Blockbuster Entertainment Award 1999. Besides, this film is an

animated film which appeals to children. Children see this film from innocence

viewpoint and reproduce the attitudes and moving beyond them without knowing

adult content that lurks within it.

Films may provide various interesting and conflicting issues. Webb (2004)

argues that A Bug’s Life film on the surface appears to be a simple children’s tale,

simply told, but it also provide more complex situation that what is seen. A Bug’s

Life major plot is about oppression from the grasshopper to a powerless ant

colony. Flik, the main protagonist, considered as a troublemaker ant by his

colony, Flik has an idea to save his colony from the grasshopper oppression. But,

his colony expels him. Finally, Flik figures out how to save his colony from the

grasshopper. Afterward, Flik is considered as hero by his colony. The writer sees

one of the film issues are about the hero construction of the protagonist.

Therefore, this study aims to find out how the animation reveals the narrative

structure of hero construction through insects character.

This study uses theoretical framework from Hourihan (1997). Hourihan

identified the common narrative pattern of hero construction through several

phases. This study also uses Heinz and Stracey’s (2006) theoretical framework

which identifies how film conveys its representation through the language of film

such as shots, composition, movement and mise en scène. These theories have

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Therefore, by investigating A Bug’s Life film and its medium, it revealed the way

how the animation tells the narrative of a hero construction in it.

1.2 Research Question

The present research is guided by the following question:

1. How does the animation reveal the narrative of a hero construction in

A Bug’s Life?

1.3 Aims of the Study

Based on the research question stated above, the aim of the study is to

reveal the narrative of a hero construction in A Bug’s Life.

1.4 Scope of the Study

In this present research, A Bug’s Life film directed by John Lasseter

written by John Lasseter, Andrew Stanton and Joe Ranft is the main focus of

investigation. The research focuses on analyzing the scenes that contain the main

character in the A Bug’s Life film. The study is limited to investigating only the

ways the animation reveals the narrative of a hero construction in A Bug’s Life

film.

1.5 Significance of the Study

This study is expected to make a valuable contribution to literary criticism.

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works in this case an animation film. Then, this study is expected to show that

children’s literature do have adult content that lurks within it, as Lewis notion in

Nodelman works “Children’s story which is enjoyed only by children is a bad

children’s story”. Moreover, this study is expected to encourage people to think

critically while watching an animation movie which is usually addressed for

children. The study is also expected to enrich literary material, especially in the

field of research in English Department.

1.6 Research Methodology

The study uses a descriptive qualitative approach. The study describes the

phenomena in the form of how does the animation reveal the narrative of a hero

construction in A Bug’s Life film. The description and presentation were critically

analyzed and interpreted by means of categorizing how the narrative of a hero

construction represented through the scene.

1.6.1 Data Collection

The data were collected from A Bug’s Life film directed by John

Lasseter and written by John Lasetter, Andrew Stanton and Joe Ranft. The

data were presented in the form of words, phrases, sentences, frames, shots

and scenes that are critically analyzed and purposively selected as textual

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1.6.2 Data Analysis

The collected data were analyzed by using the framework of basic

hero narrative pattern as proposed by Hourihan (1997) and analyzed the use

of film technique as proposed by Heintz and Stracey (2006). In conducting

the research, the following steps were taken.

 Watching the film several times.

 Categorizing the film scene based on DVD Chapters.

 Analyzing each scene chapters and collects all film techniques which

serve as textual evidence.

 Analyzing the data by applying relevant theories.

 Interpreting the data.

 Making conclusion based on the findings.

1.7 Clarification of the terms

To avoid misunderstanding, the following is the clarification of the terms

used in the study:

 Animated film is a technique where inanimate objects, such as drawing,

paintings, illustrations, and clay are photographed frame by frame. (Dirks,

2011).

 Children’s Literature is good quality trade books for children from birth to

adolescent, covering topics of relevance and interest to children of those

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 Film is a photographic depiction of a story which surpasses the mean of

realistic portrayal in the theatre. (Klarer, 1998).

 Frame refers to one of a series of still transparent photographs used in

making films (Heintz and Stracey, 2006)

 Hero Construction refers to a story which takes a form of a journey or

adventure and follows consistent formula. (Hourihan, 1997)

 Mise en scène refers to all the visual elements of a scene such as type of

shots, camera angle and movement, setting and costumes. (Heintz and

Stracey, 2006).

 Montage refers to a series of short shots or images that are rapidly put

together into a coherent sequence to suggest a larger idea within a short

duration. (Dirks, 2011)

 Narrative cinema refers to the strategies, codes and conventions employed

to organize a story. (Hayward, 2006)

 Scene refers to a series of shots that comprise a single, complete and

unified dramatic event, action, unit, or element of film narration, or

segment of storytelling within a film. The end of a scene is often indicated

by a change in time, action and/or location. (Dirks, 2011)

 Shot refers to a series of frame that construct a scene. (Heintz and Stracey,

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Hero Construction Narrative I a Bug’s Life, The Film Universitas Pendidikan Indonesia | repository.upi.edu 1.8 Organization of Paper

The paper is organized as follows:

CHAPTER I

This chapter contains background of the study, research questions, aims

of the study, scope of the study, significance of the study, clarification

of the terms, and organization of the paper.

CHAPTER II

It consists of theoretical review that provides a basis for conducting the

research problems.

CHAPTER III

This section contains the research methodology, discussing the steps

and procedures of the study, and the data resources in conducting the

study.

CHAPTER IV

In this part, the result of the study will be presented. This chapter

contains the research findings and discussion.

CHAPTER V

This last chapter contains the interpretation toward the result of the

study in a form of conclusion and suggestion in accordance with the

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CHAPTER III

RESEARCH METHODOLOGY

This chapter contains the research question, the research subject and

context, research procedures, the data collection procedures, the data analysis

procedures and the data presentation.

3.1 Research Question

The present research is guided by the following question:

1. How does the animation reveal the narrative of a hero construction in

A Bug’s Life?

3.2 The Research Subject and Context

The subject of the research is an animation film entitled A Bug’s Life

directed by John Lasseter and written by John Lasseter, Andrew Stanton and Joe

Ranft. This animation film has won many film awards, including best animated

feature in Critics Choice Award 1999 and Blockbuster Entertainment Award

1999.

The research focuses on the ways how the animation reveals the narrative

of a hero construction. The research is framed by hero construction pattern in a

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Hero Construction Narrative I a Bug’s Life, The Film Universitas Pendidikan Indonesia | repository.upi.edu 3.3 Research Procedure

The research employs descriptive analysis, which is qualitative in nature.

The phenomena of hero construction are explored to see how it is done in an

animated film.

3.4 Data Collection

The data were collected from A Bug’s Life directed by John Lasseter and

written by John Lasetter, Andrew Stanton and Joe Ranft. The data were presented

in the form of words, phrases, sentences, scenes, shot and frame that are critically

analyzed and purposively selected as textual evidence to answer the research

question.

3.5 Data Analysis

The collected data were analyzed by using the framework of basic hero

narrative pattern as proposed by Hourihan (1997) and analyzed the use of film

technique as proposed by Heintz and Stracey (2006). In conducting the research,

the following steps were taken.

 Watching the film several times.

 Categorizing the film scene based on DVD Chapters.

 Analyzing each scene chapters and collects all film techniques which serve

as textual evidence.

 Analyzing the data by applying relevant theories.

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 Making conclusion based on the findings.

3.6 Data Presentation

The following table is samples of the analyzed scene data that reveals

narrative of hero construction through film techniques in A Bug’s Life. Each table

covers all of the scenes in A Bug’s Life that describes the techniques used in the

film and its explanation.

Table of Analysis

1 Chapter: Main Title

0.00.28 - 0.04.29 Minutes

Camera Lighting Mise en Scène Effect

Pan shot Long shot High angle

Fill light Set:

Ant Island

Create the sense that the ant colony

is very tiny Explanation

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to give omnipotence view to the spectators. This technique also creates the sense that the spectators will follows tiny characters in the story.

Long shot the ant colony is very

tiny and sense the problem that faced by

the character

Explanation

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Medium shot

Eye level angle Fill light

Set: Ant Island

Create the normal sense to the

spectators

Explanation

This shot introduces the royal family of the ant colony; The Queen, Princess Atta and Princess Dot. This shot also present how The Queen teaches her daughters. This shot gives a clue that the ant colony prepares an offering, and if they can’t collect the offering they will be in a huge problem. The offering itself shown in many shot in this scene.

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CHAPTER V

CONCLUSION

This chapter presents the conclusion of the study which is based on the

findings and discussion in the previous chapter. This chapter also presents the

suggestion for further study based on the result of the research.

5.1 Conclusions

The aim of the study is to uncover how an animation for children

constructs the hero narrative. The previous chapter shows that the hero

construction in A Bug’s Life presented through three phases; the initiation phase,

the conflict phase and the resolution phase. These phases are crafted through the

pattern of cause and effect. The agent of causality is the characters of the film.

These characters are put in binary opposition to construct the hero in the narrative.

This film narrative is mediated through the language of film, such as

camera shots, camera movement and mise en scène. The use of multiple

combination of the language of film gives the spectator different impression. It is

functioned as a focalization where the spectators lend the characters’ gaze and

experience the narrative through visual representation.

The study concludes that the story in A Bug’s Life is organized by

employing the patterns of causality and establishing binary opposition of the

characters. Since animation films are often directed to children, the use of binary

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Hero Construction Narrative I a Bug’s Life, The Film Universitas Pendidikan Indonesia | repository.upi.edu 5.2 Suggestions

The study suggests that more analysis of film be more conducted because

is a lucrative site for further study in the field of literature, in this case children

literature. The study in film is still rarely conducted in the department. The writer

hopes that the department provides more expertise in the field. This study is also

expected to motivate future readers and researchers to better understand about

how film can give meanings and emotional experience through language of film

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School, Richardson, Texas. Available on

HERO CONSTRUCTION NARRATIVE IN A BUG’S LIFE, THE FILM.

HERO CONSTRUCTION NARRATIVE IN

A BUG’S LIFE

, THE FILM

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGES AND ARTS EDUCATION

HERO CONSTRUCTION NARRATIVE IN

A BUG’S LIFE

, THE FILM

TABLE OF CONTENTS

CHAPTER I

INTRODUCTION

CHAPTER III

RESEARCH METHODOLOGY

Table of Analysis

1

Chapter: Main Title

CHAPTER V

CONCLUSION