AN ANALYSIS STUDENTS ABILITY TO FIND THE METAPHORS IN THE ROMANTIC MOVIE ROMEO AND JULIET. by: Fitri Nurlaela 1, Teguh Imam S., Deddy Sofyan S.

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1 AN ANALYSIS STUDENTS ABILITY TO FIND THE METAPHORS IN THE ROMANTIC MOVIE ROMEO AND JULIET by: Fitri Nurlaela 1, Teguh Imam S., Deddy Sofyan S. ABSTRACT Metaphor is used in the movie to express thought and feeling. Some of students have difficulties to find out the metaphors which appear in the movie because students vocabulary achievements is still poor. The paper entitled An Analysis Students Ability to Find the Metaphors in the Romantic Movie Romeo and Juliet is aimed to analyze students ability and how students find metaphors in the romantic movie Romeo and Juliet. The participants of the research is the fifth semester students of English Education Study Program Faculty of Teacher Training and Educational Sciences, Pakuan University. Nine students were taken as the participants and they were asked to do the test. The writer used descriptive method in conducting the research. She uses documentation, questionnaire, and interview as the instruments. The test is finding out 10 metaphors based on one movie given: Romeo and Juliet by William Shakespeare. Based on the result of the research, it was found that the students ability to find the metaphors in the movie is low because most of students have difficulties to find metaphors in the movie. It is caused by speaker who talks too fast and lack of vocabulary. Meanwhile, the use of subtitle is used by the students to find the metaphors because it can help students to understand the story of the movie. Keywords: Students ability, Metaphors 1 A Student of English Education Study Program FKIP Unpak 2 A Lecturer of English Education Study Program FKIP Unpak 3 A Lecturer of English Education Study Program FKIP Unpak 1 English Education Study Program

2 ABSTRAK Metafora digunakan di dalam film to mengekspresikan pikiran dan perasaan. Beberapa siswa mempunyai kesulitan untuk menemukan metafora yang muncul di dalam film karena pencapaian kosakata yang dimiliki siswa masih kurang. Penelitian yang berjudul An Analysis Students Ability to Find the Metaphors in the Romantic Movie Romeo and Juliet bertujuan untuk menganalisa kemampuan siswa dan bagaimana siswa menemukan metafora di dalam film romantis Romeo and Juliet. Peserta penelitian adalah mahasiswa semester lima program studi pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pakuan. Sembilan siswa diambil sebagai peserta dan mereka diminta untuk mengerjakan tes. Penulis menggunakan metode deskriptif dalam melakukan penelitian. Penulis menggunakan dokumentasi, kuesioner, dan wawancara sebagai instrumen. Test adalah menemukan 10 metafora berdasarkan salah satu film yang diberikan Romeo and Juliet oleh Willian Shakespeare. Berdasarkan hasil penelitian, penulis menemukan bahwa kemampuan siswa untuk menemukan metafora di dalam film adalah rendah karena banyak siswa memiliki kesulitan untuk menemukan metafora di dalam film. Itu dikarenakan pembicara yang terlalu cepat dan kurangnya kosakata. Sementara itu, penggunaan terjemahan digunakan oleh siswa untuk menemukan metafora karena itu dapat membantu siswa untuk mengerti cerita film tersebut. Kata kunci: Kemampuan siswa, Metafora BACKGROUND OF THE STUDY Figure of speech is a language style in written or oral form used to represent someone s the feelings and thoughts. Sometimes people use figure of speech to compare, degrade, contrast, and affirm their emotions. There are many kinds of figure of speech such as personification, simile, hyperbole, and metaphor, etc. Metaphor is the most possibly used in English. Knowing figure of speech of metaphor in English is very useful. It can give people new vocabulary, and in turn, we can find new information about English and the meaning of the words on movies. Watching English movie has some positive effects in language learning. Therefore, this facilitates a lot of students to improve their English ability. In English movie, there is subtitle. The subtitles are useful for many students to learn English. Although they know how the characters show their thought and feeling from their dialogues or gestures, in the subtitle, students can also find new vocabulary, so they can learn what they say in the movie and try to find out the meaning of the metaphors. Romeo and Juliet by William Shakespeare is one of the romantic movies. This movie is popular in the world especially for teenagers. It tells about the true love story as in daily life. From the case above, the writer wants to conduct the qualitative research to analysis the figure of speech of metaphor in movie. According to the writer s experience, figure of speech is used to express our thought and feeling when we communicate with other people. The writer decides to conduct the research with the title An Analysis Students Ability to Find the Metaphors in the Romantic Movie "Romeo and Juliet by William Shakespeare. RESEARCH METHODOLOGY In conducting the research, the writer uses descriptive method. Documentation questionnaire, and interview is used as the instruments. First, the documentations are taken from students work to writer the metaphors in the movie. The second, the writer distributes questionnaire to find students ability and how students find the metaphors in the romantic movie. The third, she interviews the students to know more students ability to find the metaphors in the romantic movie. RESEARCH FINDINGS A. Data Description 1. Data Description of Students Work In analyzing the data from students work, the writer counted the percentage 2 English Education Study Program

3 and categorized the data into high score, low score, and average score. Table 4.1 The Result of Students Work P TRx Try R% Notes: Total 520 P = Participant P% =Percentage of each participants correct answer TRx =Total each correct answer Try = Total a number of test From the result of students work, the highest score is 90. There is only one respondent who gets high score, which is respondent number 2. The lowest score is 40. There is one respondent who gets low score, which are respondent number 8. The writer uses this formula /N = X 520/9 = 57,8 So, the average score is 57,8. It means that they still not able find the metaphors in the movie. 2. Data Description of Questionnaire The writer also asked the participants to fill in the questionnaire. The data result of questionnaire was described and interpreted from each response. The resut of the questionnaire is as follows: 1. The result of the responses about experience in finding the metaphors in movie. Difficult to find the metaphors in the movie Easy to find the metaphors in the movie From 9, or five said that finding metaphors in the movie is difficult. Then, or four said that finding metaphors in the movie is easy because they have been learnt the metaphors in previously. 2. The result of the responses in giving one example of metaphors Right example Wrong example From the responses above 66,7% or six gave right example and 33,4% or three gave the wrong one. 3. The result of the responses about the use of metaphors in the movie to communicate are: Important, because it can help to know the meaning of sentences and add more vocabuary Unuseful, because not all people understand about the metaphors respondent respondent Six Three 66,7% 33,4% 3 English Education Study Program

4 From 9, or four said that the use of metaphors in the movie to communicate is very important, because they help people know the meaning of the sentences and add more vocabulary. Then, or five said that the use of metaphors in the movie to communicate is useless, because not all people understand about the metaphors. 4. The result of the responses about the difficulties to find the metaphors in the movie Romeo and Juliet are: Unfamiliar vocabulary and speaker talked too fast According to answer, 100% said that they have difficulties to find the metaphors in the movie because unfamiliar vocabulary and speaker talked too fast. 5. The result of the responses about the use of figure of speech in the movie are: Useful, it makes the movie more interesting Unless, the meaning of the sentence in the movie usually is delivered directly Nine 100% From the responses above, or four said that the use of figure of speech in the movie is useful because it makes the movie more interesting and or five said that the use of figure of speech in the movie is unless because in the movie, the meaning of the sentence usually is delivered directly. 4 English Education Study Program 6. The result of the s responses about their opinion about the use of subtitle in the movie are: Very important, it can help to understand the story of the movie. Nine 100% According to answer, 100% said that it is very important because it helps to understand the story of the movie to find out the metaphors. 7. The result of the responses about the easiness of the use of subtitle in finding the metaphors. Understood the use and meaning of metaphor Add more vocabulary From the responses above, said that the easiness of the use of subtitle in finding metaphors is undertsood the use and meaning of metaphor and or four said that the easiness of the use of subtitle in finding metaphors is add more vocabulary. 8. The result of the responses about the benefits of watching movie using subtitle are: Understand the story of the movie Add more vocabulary

5 From 9, or five said that the benefit of watching movie using subtitle is to understand the story of the movie and or four said that the benefit of watching movie using subtitle is to add more vocabulary. 3. Data Description of Interview The writer interviewsthe studentsto know more information and clarification from the respondents about their responses to the metaphors in movie from the questionnaire. The result of the interview was described as follow; According to interview result, some students said that they like watching movie and also romanticmovie. As stated #P2: Iya, saya suka nonton film romantis karena saya pikir jalan ceritanya lebih sering kita liat di kehidupan sehari-hari.(yes, I like watching romantic movie because I think the plot of the story often we see in daily life). All of the students said that they know Romeo and Juliet movie. As stated #P4: Tahu banget, filmya populer dan ceritanya juga bagus. Ceritanya tentang sepasang kekasih yang memperjuangkan cinta mereka. (I know, the film is popular and the story is also good. The story tells about a couple who fight for their love) Some of the students said that they used subtitle to find out the metaphors in the movie. #P1: Saya liat subtitle di film Romeo and Juliet dan cari tahu kalimat yang mempunyai arti khusus. (I lookedat the subtitle in the movie Romeo and Juliet and found out the sentences which have special meaning). Some of students said that they had difficult to find out the metaphorsat the movie. As stated #P3: susah, karena metaphors maknanya khusus, (It s difficult, because the metaphors have special meaning). The students difficulties in finding the metaphors at the movie, some of students said that the speaker talks too fast and they had to replay to know which one is the metaphors. As stated #P8: Sulit, cara bicaranya cepat jadi harus putar ulang untuk memahaminya, (It s difficult.the speaker talked too fast so I had to replay to find out the metaphors). Then, the students told that the use of figures of speech in themovieis important. It 5 English Education Study Program makes the movie becomes more interesting. As stated from #P5: Menurut saya penggunaan majas dalam sebuah film itu penting banget karena itu dapat membuat cerita lebih menarik dan penasaran jadi kita bisa cari tahu apa maksud dari kalimat yang diucapkan aktor/aktris tersebut. In my opinion, the use of figure of speech in the movie is very important because it can make the storymore interesting and curious so we can find the meaning of the sentences that are said by the actor or actress. The students found the benefit of subtitle in the movie. It can help them find the metaphors. This is the statement of student answer, #P6 Ada banyak keuntungan, saya jadi lebih ngerti metaphors, bisa buat kalimat metaphor dan juga ngerti makna dari metaphor dalam film tersebut. (There are many benefits, I understand more about metaphor, can make sentences of metaphor and also understand the meaning of those in the movie). The students agreed that the enclosure of the subtitle in the movie is very useful. This is stated in interview answer, #P7 berguna banget, karena kita jadi lebih ngerti ceritanya. (it is very useful, because we will understand more the story of the moviemore). After watching the movie using subtitle completely, the students got some benefits. They said that the use of subtitle help to understand the story of the movie.this is stated in interview answer, #P9: Menurut saya penting banget. Karena ga semua orang ngerti bahasa asing khususnya bahasa inggris, jadi itu bisa mempermudah kita buatpaham alur cerita film tersebut. Selain itu kita juga bisa belajar kosakata baru. In my opinion, it is very important because not all people understand native language especially English so it can be easier to understand the story of that movie. Then, we can also learn new vocabulary). 4. Data Analysis In data analysis of students work, the writer concludes that the students still not able find the metaphors in the movie because

6 they have low achievements. The result shows that almost students get score 50. Based on data analysis of questionnaire, the writer categories theparticipants responses. First of all, the participants affective responses can be seen in the question number 1 about their experience in finding the metaphors at the movie Romeo and Juliet. Most students find the difficulties in finding the metaphors at the movie because they had to know the meaning of each dialogue when they were finding the metaphors at the movie. Then, students said that the use of subtitle made them easier to find out the metaphors and to know the story. Secondly, participants objective responses can be seen in the question number 6,all of students agree that the use of subtitle will helpsthem to find out the metaphors in the movie and understand the story of the movie. Next, there are some participants interpretive responses can be seen in the question number 1.Most of students have difficulties to find out the metaphors at the movie. They had to repeat the movie to know the meaning of the dialogue or the sentences. Theyalso know the story and the metaphors from the subtitle. Finally, participants evaluative responses can be seen in the question number 8, the use of subtitle in the movie give benefits for the students. It was helping studentsto find out the metaphors and understand the story of the movie. Based on data analysis of interview, the students have achieved 2 indicators. First indicators is students ability to find the metaphors in the romantic movie Romeo and Juliet. Students found out the metaphors by looking the subtitle. They said the movie that is used making them confused because they had to know the meaning of each sentences to find out the metaphors in the movie. Second indicators is students understanding in using subtitle in the movie. The students opinion about the use of subtitle was helpful because by using the subtitle students can understand the story of the movie and enrich their vocabulary. 6. Validity Checking To check the validity of the data, the writer compared the data from the documantation, questinnaire distribution and interview. There are: Based on the data of documantation the students have low achievement because most of students get score 50. It is supported by the result of questionnaire and interview that most of the students have difficulties in finding the metaphor in the romantic movie Romeo and Juliet because they found unfamiliar vocabulary and the speakers talk too fast. Based on the data of questionnaire and interview show that the students find the metaphor by using subtitle because it can help them to understand strory of the movie. They also found new vocabulary from the subtitle. It can be concluded that the data instruments of the students abilityto find the metaphor in the romantic movie Romeo and Juliet have relation or relevance, so the data is valid. CONCLUSION In this research, based on the result of three instruments; documentation, questionnaire, and interview, it was found that the students ability to find the metaphors in the romantic movie Romeo and Juliet is low because most of students cannot find 10 metaphors correctly in the movie.the result from the documentation shows that the students get low score in finding metaphors in the movie because most of the students get difficulties in finding metaphors in the movie. They are caused by speaker who talk too fast and lack of vocabulary to find meaning of the words. Meanwhile, the students found the metaphors by using subtitle because the use of subtitle helps them to understand the story of the movie. 6 English Education Study Program

7 BIBLIOGRAPHY Arsai, Alfons N Types of Figurative Speech in Biak. Universitas Negeri Papua, Manokwari. Retrieved from: Speech-in-Biak.pdf [22 Juni 2012] Bublitz and Worrick Foundations of Pragmatics. Berlin: Walter de Gruyter Gmbh & G.KG. Brill, Lesley The Hitchock Romance: Love and Irony in Hitchock s films. West Sussex: Princeton University Press. Brumfit, Christoper Assessment in Literature Teaching. London: Macmillan Publisher. Delaney, Denis Fields of Vision: Literature in the English Language. Harlow. Essex: Pearson Education. Gill. Alec and Audrey Dunne Unlocked Memories: Writing the Story of Your Life. Available [on line] at d [01 Mei 2013]. Harmer, Jeremy The Practice of English Language Teaching. Cambridge: Pearson Hurford, James R, et al Semantics: a Coursebook. Cambridge: Cambridge University Press. Kennedy, X J Literature: An Introduction to Fiction, Poetry, and Drama. Boston: Little Brown and Company. Ritchie, L David Metaphor (Key Topics in Semantics and Pragmatics). New York: Cambridge University Press. Stanford, Judith A Responding to Literature. California: Mayfield Publishing Company. Saeed, John I Semantics. Oxford: Blackwell Publisher BIOGRAPHY Fitri Nurlaela was born in Bogor on March 24 th The three daughter from three sisters of Kosasih and Dra. Sumiyati. She lives in Taman Kenari Ciluar, Bogor. She had graduated from SDN KEDUNG HALANG 02, SMPN 19 BOGOR, SMAN 7 BOGOR. Then she continued her bachelor degree in English Education Study Program, Faculty of Teachers Training and Educational Science, Pakuan University on Herawati, Atti Research on ELT. Bogor: Unpublished. 7 English Education Study Program

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