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CHAPTER I

INTRODUCTION
This chapter contains of background study, limitation problem, and objetive research.
1.1. BACKGROUND STUDY
Multidimentional crisis which is happening in Indonesia become worst, almost everyday
we are always presented the shows in various media which indicates how moral depraved
of this nation. It begins from corruptions that engluf in all aspects of national life, the
brawls start from Junior High chool, High chool, until college students, the fornication
which has been made by the government officers, and deceitfulness in education
department which is place to mold the ne!t generation.
Indonesia has tried to solve the problems, as an e!mple on the educational aspect by
changing the "T# curriculum to $%&' curriculum. The government hopes it will work as
early prevention of the multi(dimentional crisis in educational aspect.
)ccording to Hamid Muhammad, *eneral +irector of education center of educational
ministry stated there are three main values which will develop on $%&' curriculum. ,irst,
respect the norms again which become the national culture, for instance building
character of honest, dicipline, and responsibility. econd, grows the values of science. In
thid way, the government makes serious efforts innovation spirit, study, and creativity to
the students. -e!t, grows the national values and patriotism, including appreciate the
culture and the work of the nation.
.iterature is one kind of art which has more advanced in the meaning. .iterature, which
is used to be defined by the te!t that is only words, can be described as something that
happened in our life either te!t or not. )ccording to Melani /udianta, there are two
meaning of the te!t. ,irst, the te!t is something has been written in the books or any
value as works of art. econd, te!t is e!pression and phenomena that happen in human0s
life which can be read as the te!t, by paying attention to the elements, such as1 discursive,
narrative, and incident.
Through the e!planation above, the writer may conclude that movie is a part of literature
because it is also mimesis or the reflection of the society which is presented in motion
pictures. Moreover, a movie or film, an audio visual communication, is a part of media
literacy. )ccording to 2ubin as 3uoted by /aran 4media literacy, then, is about
understanding the sources and technologies of communication, the codes that are used,
the messages that are produced, and the selection, interpretation, and impact of those
messages4.
There are some interrelationship between movie and education. In one side to give
positive impact and the other side to give negative impact, especially towards high school
students. Movies are cultural artifacts created by the specific cultures, which reflect
those cultures, and, in turn, affect them. They can imitate or identify from the characters
in the movie or film.
The students0 attitude nowadays tends to apathy toward education. They are just busy
with activities that are not important, such as playing online games, facebook, twitter, and
others. The attitudes that should be e!ist in students missing. The attitudes that should
e!ist in students have been missing. tudents do not understand the importance of
leadership character for them.
The students have paid more attention to their education and also they should have a
proactive and responsive attitude either in the classroom or outside the classroom. /oth
of these attitudes is very important for them because if they just keep silent and tend to be
passive then the teacher will not know whether they already know or not about the
subject matter which has taught.
The story began when It is the year $&56 and people have been genetically engineered to
be born with a digital clock, bearing & year of time, on their forearm. )t the age of $7 a
person stops aging, but their clock begins counting down8 when it reaches 9ero, that
person :times out: and dies instantly. Time on these clocks has become the
universal currency8 by touching arms, one person can transfer it to another, or to or from
a separate clock ;a :time capsule:< that can be shipped or safely stored in a :time bank:.
The country is divided into :time 9ones: based on the wealth of its population. The film
focuses on two time 9ones1 +ayton is poor, with a populace that has learned indifference
to the timed(out bodies on its streets8 and -ew *reenwich, the wealthiest 9one, where
inhabitants enjoy the benefits of their immortality and wealth, but are constantly
surrounded by bodyguards and spend their time worried about accidental death.
=ill alas, a $>(year(old +ayton factory worker, lives with his mother 2achel. =hile in a
bar, he saves drunken and suicidal &%7(year(old Henry Hamilton, a time(rich -ew
*reenwich resident, from an attempted robbery by ,ortis, the boss of a gang called
:Minute Men:. Hamilton reveals to =ill the truth about wealth1 there is enough time for
everyone to live a long life, but -ew *reenwich citi9ens take and store most of the time
for themselves in order to live forever. In order to maintain the status 3uo, they
continually increase the cost of living in poorer districts. Hamilton tells him that :for a
few to be immortal, many must die:. Hamilton gives &&5 years of his time to a sleeping
=ill, and with 7 minutes remaining, walks out to the +ayton bridge to die. The police
force, or Timekeepers, led by Timekeeper 2aymond .eon, see Hamilton?s clock and
reali9e that his time was taken. They look at video footage and identify =ill as a thief.
=ill visits his best friend /orel, an alcoholic, to whom he gives &% years, one year for
every year they have been friends, but says goodbye, as he plans to live in -ew
*reenwich with his mother. Meanwhile, 2achel must give all but 6% minutes of her time
to pay her debts. =hen she boards the bus to get back home, she learns the fare has been
raised to two hours. ince it?s a $(hour walk home, she is forced to run. =hen =ill sees
that 2achel is not on the scheduled bus, he deduces what has happened and begins to run
to her. He attempts to save her, but a second before they can touch, she times out and
dies.
=ill decides to seek revenge and leaves for -ew *reenwich. =ill meets time(loaning
businessman #hilippe =eis, who possesses &,%%%,%%% years, and his $@(year(old daughter
ylvia. =hile playing poker, =ill bets all but '% seconds of his time, but wins back the
pot of &,&%% years. ylvia invites him to a party in the =eis mansion. oon after =ill
arrives, he is apprehended by .eon, who confiscates all but two hours of =ill?s time. =ill
escapes and takes ylvia hostage. He returns to +ayton with her, driving into ,ortis?s
ambush, knocking both himself and ylvia unconscious. ,ortis tries to take all of ylvia?s
years, but leaves about half an hour.
=ill and ylvia wake up and visit /orel to get back some time, only to learn from /orel?s
wife *reta that he died of an alcohol overdose with nine years still left. ylvia pawns her
diamond earrings to buy more time. =ill calls =eis and demands a &,%%%(year ransom for
ylvia to be distributed to +ayton. ylvia?s mother is willing to pay, but =eis isn?t, as
.eon has already traced the call.
=ill discovers that =eis did not pay, but decides to let ylvia go. .eon comes to arrest
=ill, but ylvia shoots .eon because now she wants to help the poor. =ill transfers two
hours of time to .eon so that he?ll be able to leave +ayton, then they escape in .eon?s
hijacked car. =ill tells ylvia to run away, but she refuses. Meanwhile, .eon issues a
warrant for ylvia?s arrest as well, warning =eis not to help his daughter in any way or he
will be arrested. ylvia helps =ill rob time banks, steal time capsules and distributing
them to the poor.
=hen the inflation rate rises after another robbery, the pair reali9e they would need a
million years to cause any significant damage to the system, so they break into =eis?s
private vault and steal a million years. .eon finds them, but =ill manages to pass the
capsule to a young girl, who distributes time to the people. .eon eventually catches up
with =ill and ylvia outside the city, holding them at gunpoint. =ill deduces that .eon
himself is from +ayton but managed to successfully escape. .eon has neglected to
replenish his own time before going after them, and he dies. =ill and ylvia are left with
mere seconds to live. =ill runs to .eon?s car and takes .eon?s per diem time. =ill then
runs back to catch ylvia, in a similar scene to that of his mother, but with a different
outcome as he catches ylvia and gives her time.
=ill and ylvia continue robbing banks as part of their efforts to crash the system, while
the rich attempt to cope with the sudden surge of people infiltrating their 9one. .ower
class workers, now rich with time, cross time 9ones, signifying the end of ine3uality. The
last scene shows =ill and ylvia preparing to rob a huge time bank to further disrupt the
system.
1.2. LIMITATION OF THE PROBLEMS
/ased on the background study, the writer decides to make limitation which it discusses
about the main character0s attitudes of the In Time movie which can be applied to the real
life of the students.
1.3. PROBLEM STATEMENTS
/ased on the background of the study above, the problems can be stated in such
formulation below1
&. How was responsive character shown by =ill alas to respond discrimination in
lifeA
$. =hat were the e3uality achieved as impact by =ill alas strugglingA
1.4. OBJECTIVE OF THE STUDY
The main objective of study are1
&. To know how the main character of =ill alas influences students0 attitude which
tend to be more responsive and pro active.
$. To motivate the students to be more responsive and pro active in the classroom.
'. To grow the hard work to achieve the goals.
1.5. SIGNIFICANCE OF STUDY
This thesis is useful to engraft responsive, pro active, responsibility, nastionalism, and
patriotism attitudes in order to participate toward implementation of the $%&' curriculum
that emphasi9es in addition to develop character of cognitive skills and abilities. This
thesis is e!pected to grow the value of the national0s characters which contained in $%&'
curriculum. In the other hand, It also can be served as reference for the readers which
want to make a movie as a media to support the implementation of $%&' curriculum.
CHAPTER II
REVIEW OF RELATED LITERATURE
2.1. Pr!"#$% S&$'(
The previous study which is relevant to this thesis has been written by Julia =ahyu
Indriani which entitled B2epresentasi "epahlawanan dalam film In Time ;)nalisis
emiotika Charles anders #ierce<. Charles anders #eirce?s semiotic theory is used as a
knife in the research analysis. emiotic theory of Charles anders #eirce used the
representative concept of heroic characteristic.
The thesis which has been written by Julia =ahyu Indriani focused on the heroic
characteristic which described on the movie. It is different with this thesis which more
emphasis on responsive characteristics by using a psychological approach.
2.2. T)#r"&"*+, R!"-
CHAPTER III
RESEARCH METHODOLOGY
3.1. RESEARCH DESIGN.
+escriptive Dualitative 2esearch
3.2. RESEACH METHOD.
.ibrary 2esearch
3.3. RESEACH APPROACH.
#sychology of .iterature
3.4. DATA SOURCES.
Pr"/+r(.
In Time Movie
S*#0'+r(.
3.5. DATA COLLECTION TECHNI1UE.
Close =atching
3.2. RESEARCH INSTRUMENT
2esearcher

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