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THE WITNESSES IN ROSE’S TWELVE ANGRY MEN

A Thesis

Submitted of the Faculty of Cultural Sciences, Hasanuddin University in

Partial Fulfillment of Requirements to Obtains A Graduate Degree in

English Department

By

RASYDAYANTI. RASYID

F21113510

ENGLISH DEPARTMENT

FACULTY OF CULTURAL SCIENCES

HASANUDDIN UNIVERSITY

2017

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Acknowledgment

First of all the writers would like to say thanks to Allah SWT, because it

has been given health so that writers can complete this thesis wellness.

The writer doesn‟t forget also extends their gratitude to her parents for

providing such great support. Actually, the support cannot be expressed in

words and cannot be counted, such as material and spiritual support.

The second, writer also said many thanks to the consultants, namely

Drs. Agustinus Ruruk Lilak, M.A. And Dr. M. Syafri Badaruddin, M. Hum as

the first and second consultants. Top ideas and opinions given by both

consultants, as well as criticism that has given to the writer. The writer

knows that it is done to complete this thesis, so that it becomes nice and

good to read.

The last writer would like to thank her friends in "Etcetera 2013"

especially Rea Risa Natasha, Monique W Mattappa, A. Ririn, and also Sri

Hidayati, who have been so patient to give support and encouragement.

Supports are in the form of accompanying in the guidance, in terms of

print, always there if the writer experience distress and start to give up.

The writer hopes this thesis can be rewarding for the reader, although the

writer aware that this thesis has many shortages.

Makassar, 04 August 2017

Rasydayanti. Rasyid

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TABLE OF CONTENTS

COVER ................................................................................................. i

AGREEMENT PAGE…………………………………………………........ ii

ACKNOWLEDGEMENT …………………………………………………. iii

TABLE OF CONTENTS………………………………………………….. . iv

ABSTRAK ………………………………………………………………….. vi

ABSTRACT .......................................................................................... vii

CHAPTER I: INTRODUCTION ............................................................ 1

1.1. Background of Study ............................................................... 1

1.2. Identification of the Problem .................................................... 5

1.3. Scope of the Problem .............................................................. 5

1.4. Statement of the Problem ........................................................ 6

1.5. Objectives of the Writing ......................................................... 6

1.6. Sequence of Writing …………………………………………... .. 7

CHAPTER II: LITERARY REVIEW

2.1. Previous Study ......................................................................... 8

2.2. Structural Approach ................................................................. 10

2.2.1. Plot .................................................................................. 13

2.2.2. Setting .............................................................................. 14

2.2.3. Character ......................................................................... 16

2.2.4. Theme .............................................................................. 19

2.3. The Judicial Process in America ………………………….. ....... 19

CHAPTER III: METHODOLOGY

3.1. Qualitative Research ................................................................ 26

3.2. Descriptive Analysis ................................................................. 27

3.3. Method of Data Collection ....................................................... 27

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3.4. Method of Data Analysis ………………………………………. .. 28

3.5. Procedures of the Research ………………………………….. ... 28

CHAPTER IV: ANALYSIS

4.1. Intrinsic Elements ……………………………………………… .. 29

4.1.1. Plot …………………………………………………………. .. 29

4.1.2. Setting ……………………………………………………… .. 33

4.1.3. Character …………………………………………………... . 35

4.1.4. Theme ……………………………………………………… .. 40

4.2. Juror Number Eight Firmness in Defending His Decision …. .. 41

4.3. The Real Reasons are the Three Jurors to Accuse the Boy is

Guilty…..…………………. ..................................................... 48

CHAPTER V: CONCLUSION AND SUGGESTION

5.1. Conclusion ……………………………………………………... ... 58

5.2. Suggestion ……………………………………………………… .. 59

BIBLIOGRAPHY .................................................................................. 60

APPENDICES

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ABSTRAK

Rasydayanti. Rasyid. 2017. The Witnesses in Rose’s Twelve Angry

Men. (Dibimbing Oleh Agustinus Ruruk Lilak dan M. Syafri Badaruddin).

Penulisan ini bertujuan untuk menunjukkan dan menjelaskan

mengapa juror eight tetap mempertahankan keputusannya bahwa anak

tersebut tidak bersalah sedangkan kesebelas juror lain menentang

keputusannya dan menganalisa bagaimana para juror menganalisa kasus

pembunuhan yang terjadi dalam drama. Dalam analisis ini penulis

menggunakan pendekatan struktural dalam menganalisis drama ini.

Penulis menggunakan pendekatan struktural dalam menganalisis

drama ini. Penulis juga mengumpulkan beberapa data pendukung yang

tidak ditemukan dalam drama melalui berbagai sumber seperti artikel,

jurnal dan buku. Dalam memperoleh hasil analisis penulis menggunakan

dua tahap yakni, yang pertama dengan cara menghubungkan para juror

untuk memperoleh alasan juror delapan tetap mempertahankan

keputusannya dimana kesebelas juror lain menentangnya. Kedua dengan

cara menganalisis sikap para juror dalam menganalisa kasus

pembunuhan yang terjadi dalam drama.

Dari hasil analisis tersebut diperoleh kesimpulan bahwa pertama Juror

Delapan tetap teguh mempertahankan keputusannya karena ia percaya

bahwa anak tersebut tidak bersalah dan menurutnya terlalu mudah jika

nyawa seseorang hilang hanya dengan pengambilan suara. Bukan hanya

itu dalam proses penentuan keputusan tersebut juror delapan memberikan

berbagai analisanya mengenai bukti-bukti yang ia lihat, sehingga

kesebelas juror lainnya merasa tersudutkan dengan adanya analisa-

analisa itu. Dan yang kedua yakni perbedaan cara pandang dan

keyakinan juror dalam menangani kasus pembunuhan tersebut. Hanya 1

orang juror yang peduli dan benar-benar menganalisa permasalahan yang

terjadi dalam proses penentuan keputusan itu, sedangkan juror lainnya

hanya peduli dengan kepentingan mereka sendiri.

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ABSTRACT

Rasydayanti. Rasyid. 2017. The Witnesses in Rose's Twelve Angry

Men. (Supervised by Agustinus Ruruk Lilak and M. Syafri Badaruddin).

This analysis aims to show and explain why juror eight still maintains

its decision that the child is innocent While the other eleven jurors

opposed his decision and analyzes how the jurors analyzed murder cases

that occurred in the drama. In this analysis, the writer uses a structural

approach in analyzing this drama.

The writer uses a structural approach in analyzing this drama,

because the writer only focuses on intrinsic elements. In obtaining the

results of the analysis the writer uses two stages, namely, the first by way

of connecting the juror to obtain the reason the eighth juror still defend his

decision where the eleven other jurors opposed it. The second by

analyzing the juror‟s attitude in analyzing murder cases that occurred in

the drama.

The analysis results obtained conclusion that the first, the Eighth

Juror remained steadfast in defending his decision because he believed

that the child was innocent and thought too easy if a person's life was lost

only by voting. In the decision-making process the eighth juror gave his

analysis of the evidence he saw, so that the other eleven jurors felt

cornered by the analysis. The second is the difference juror ways and

confidence to view in handling the murder case. Only one juror cares and

really analyzes the problems that occur in the decision-making process,

whereas other jurors are only concerned with their own interests.

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CHAPTER I

INTRODUCTION

1.1. Background of Study

The witness is someone who has first-hand information about a

crime or dramatic, even though their senses (e.g. Vision, hearing, smell,

and touch) and can help ensure important considerations in a crime or

incident. But basically the function of law in each country is different in the

United States, for example, only the determination of punishment does not

lie in the hands of the judge, but in the hands of the twelve people

appointed as a juror in a case.

These twelve individuals were appointed as the juror had different

jobs and different from the usual. They are only assigned to search for

evidence that there was only through the witness. Background suspects

withheld from them, the case is not completely known. So the conclusion

of the juror can give punishment to the wrong people when they analyze a

case with imprecise because the witness has a great potential in giving

false testimony. This is what underlies this is why all twelve jurors must

have the properties of accuracy in handling a case. Accuracy itself can be

interpreted as the level of suitability or how to analyze a person whose

results almost approaching the truth.

One example of a case in 1954 in the United States, in that year

there was a case called Brown v. Board of Education. For the sake of

winning this case, the lawyers collect some of the arguments that could be

evidence from the witness. One of the arguments that they collect is a

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chance exposure to children in interracial contact in a school environment.

It can help prevent children growing up amid the pressures of society with

regard to race. Therefore, it can create a better opportunity to live in a

democracy. Another argument refers to the emphasis on how “'education'

to understand the whole process of development and training of mental,

physical and moral, as well as the human ability". No opportunity for other

cultures explain feared could hinder the growth of a child's ability to

function black later on in normal life as an adult.

Brown v. Board of Education itself is an event which illustrates the

racism that occurred among black people in terms of education. In this

case, the education of black children must be separated from white

children because according to the plaintiffs if they are at the same level

can be detrimental to children black.

The presence of arguments collected by lawyers is fruitful, and ends

with the result of supporting the Supreme Court ruling, six against one.

The verdict is the gradual elimination of the distinction between blacks and

whites. The existence of several similar incidents occurring in some areas,

therefore the day is regarded as the day when blacks begin to rise and

erase little by little the distinction between blacks and whites often referred

to as racism.

Reginald Rose is one of the authors who adopted these events in his

work. Reginald Rose himself known as a writer who wrote a play and a

movie script. His writings tell about the social issues and the political

systems are controversial. Initially, he wrote short stories and novels, but

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not famous when he started writing scripts and ads. Some works of

Reginald Rose namely Crime in the Streets in 1956 was an adaptation of

The Elgin Hour, he made four films with producer Euan Lloyd English The

Wild Geese, The Sea Wolf, Who Dares Wins and Wild Geese II. That

some of his plays; The Porcelain Year (1950), Twelve Angry Men (1954),

Black Monday (1962), Dear Friends (1968), and The Agony, this Triumph

(1972). In one of his plays Twelve Angry Men he wrote about his

experiences and is also associated with events of Brown v. Board of

Education, but the conflict in contrast to what happened to these events,

but the decision-making process and how the collection of arguments

similar to those seen in the important event. The writer chose Reginald

Rose because in his work he actually led a fact that happened, he created

a character as a reflection of life, flow realism helps create a play that is a

slice of life.

One article Reginald Rose namely Twelve Angry Men is the adoption

of the Brown v. Board of Education that took place in America in 1954 and

also the experience of Rose when he served as a judge in a murder case

that occurred in New York. This play also began to be staged in 1957.

In this play, there is a scene that shows the discrimination and racism

that occurred. This can be seen in the scene when a judge considers that

crimes can be done by someone who lived in the slums and poor areas

because they get higher life pressure so that people living in slums are

more likely committing crimes. In this play is told also that this child comes

from a black family who lives in a region whose inhabitants, it is the white

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majority who argued that most blacks are more likely to commit a crime let

alone kill. As we saw in the 1950s in some parts of America the level of

slavery can still be encountered in these eras. But in this play about the

author is actually more critical of the political system and social life that got

underway in the 1950s.

Discrimination and racism are discussed in this play, the author of

more criticism about the system of decision-making in the system of justice

that occurred in America. In this play is told how the life and death of a

child aged 19 years who have not been convicted in the hands of twelve

judges who come from various backgrounds and tragically all twelve jurors

are not aware of this issue clearly, and do not know about the decision-

making mechanism, until the end of this play was not known whether the

boy was really guilty or not.

In this play showed a lot of problems such as the justice system and

racism are clearly visible in this play, but researchers are more interested

in analyzing how the impact of the testimony given by the witness in the

trial involving twelve jurors who clearly stated that these witnesses have a

weakness in their respective scenes. This is the cornerstone of

researchers took an object of study of the witnesses who testified in the

trial that risked lives, however, the writer not only focuses on the witness,

but the writer also analyzes how the level of analysis of the jurors in the

trial. Thus, in this case, the writer lift title The Witnesses in Rose’s

Twelve Angry Men.

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1.2. Identification of the Problem

After reading the drama Rose‟s Twelve Angry Men, the writer

identifies several issues contained in the text of this play:

a) Their social class discrimination and racism have similar events

that occurred in the 1950s.

b) Laws system and decisions adopted by the United States in the

1950s.

c) Existentialism forms a major figure in the other figures breaks the

assumption indirectly reflected on the events of Brown vs. Board

of Education.

d) The impact of the testimony given by witnesses.

1.3. Scope of the Problem

After looking at various issues contained in the plays, the writer only

focused her research on the issue as to how the witnesses gave testimony

in the trial and level of analysis of the jurors in handling the murder case in

"Rose‟s Twelve Angry Men".

1.4. Statement of the Problem

Based on the identification of the problem, it has been conducted by

the writer with the aim of seeing any issues that arise in this play. Problem

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identification is done by classifying these problems. There are three

groups of problems found by the writer in the drama Rose‟s Twelve Angry

Men. However, in order to limit the discussion to be not far off the mark, so

the writers formulate the problem as follows:

a) Why does the eighth juror stay on his decision and believe that the boy

is not guilty?

b) What are the real reasons of the three jurors to accuse the boy is

guilty?

1.5. Objectives of the Writing

From the statement of the problem formulated writer will be produced

several objectives of this study are;

a) To explain why the eighth juror stay on his decision and believe that

the boy is not guilty.

b) To analyze what the real reasons are three jurors to accuse the boy is

guilty.

1.6. Sequence of Writing

The first chapter is to discuss the background of writing, problem

identification, limitations of writing, the formulation of the problem, the

purpose of writing and the writing sequence. Chapter two is a literature

review and critical elements contained in the play Twelve Angry Men. In

this chapter explains the theories used in the study, including the elements

that build script this play, process judicial in America, as well as references

supporting this essay. The third chapter discusses the method used in

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researching the scriptwriter of this play. These methods include data

collection, methods of data analysis and research procedures.

Chapter four discusses the results of the analysis that has been done

or is the answer to the problem formulation are described in the first

chapter. The last is the chapter five that discussed the conclusions of the

analysis that has been done.

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CHAPTER II

LITERARY REVIEW

2.1. Previous Study

Based on observations made by the writer in various sources, there

are several other writers who have discussed the object and the same

approach, but different from what the writer wants to examine. As for the

writers that Riskariyani (2013) Social Criticism in the play Twelve Angry

Men by Reginald Rose, Andi Raiwansah (2014) An Analysis of Different

Opinions Among The Characters in Rose’s Twelve Angry Men and

Safrianto (2008) Willy Loman’s Failure in Arthur Miller’s Death of

Salesman. The three of the theses are the advantages and disadvantages

of different.

The first is Andi Raiwansah on his thesis "An Analysis of Different

Opinions Among The Characters In Rose's Twelve Angry Men" describes

the analysis of divergence in the play Twelve Angry Men. In this paper, the

writer figure out how to change the opinion of the figures it can happen

and how the settlement of the disagreement, to reach a mutual

agreement. The results of the analysis obtained by the authors themselves

indicate that the divergence between characters can culminate with a

collective agreement, and will teach readers how to make wise decisions

in solving problems. On the other hand, this article has shortcomings

because of the analysis conducted by the authors is not known whether

children who initially made a suspect is guilty or not. In this analysis, the

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writers used a structural approach that focuses on the intrinsic approach

that discusses literary elements as internal.

The second is Riskariyani on her thesis "Social Criticism in The Play

Twelve Angry Men By Reginald Rose" better explains the social criticism

that occurred in the play Twelve Angry Men and its relation to the social

situation in the 1950s. Based on this analysis the writer gets a result that

in this play there is a lot of criticism of society such as discrimination and

racism by whites against blacks, and there is also injustice law and gaps

social faced by blacks or people who have social status is low. In this

analysis, the writer used the method of genetic structuralism approach,

which is the more focused approach on the elements of the intrinsic and

extrinsic aspects contained in literary works.

The third is Safrianto in his thesis ” Willy Loman‟s Failure in Arthur

Miller‟s Death of a Salesman”. This research aims to demonstrate and

explain the failures experienced by Willy Loman as the main character

associated with the past and the future, with other figures, family, and

failures that caused him to commit suicide. To facilitate the analysis of

these aspects of the writer use intrinsic and extrinsic approach with

reference to structural theory.

Of the three theses above can be seen significant differences in

aspects. The first thesis analysis about how to change the opinion of the

figures it can happen and how the settlement of the disagreement, to

reach a mutual agreement. The second thesis analyzes about the social

criticism that occurred in the play Twelve Angry Men and relation with the

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social situation in the 1950s. And the third thesis analysis about Willy

Loman‟s Failure in Arthur Miller‟s Death of a Salesman to find and explain

the failures experienced by the main character Willy Loman. While the

aspects that you want to analyze by the writer this time from the angles of

the testimony given by the witnesses, how the impact of the testimony

given by the witness in the trial involving twelve jurors, which in this case

these witnesses clearly have enervation on senses respectively. In this

case, the writer used a structural approach that is highly relevant to

examine the witness and juror in the play Twelve Angry Men. Not only

have differences, but these writings also have similar objects that have

similarities and similarities in approach.

2.2. Structural Approach

Structuralism is one school of philosophy that originated in France.

The term "structuralism" itself has often caused confusion in various

circles. This is because the term "structure" it is widely used in various

fields or disciplines so that the position of structuralism was also now

consistent with the structure. The term structuralism is not only used in the

field of literature, but in other fields as well, such as biology, psychology,

sociology, history, philosophy, language or linguistics, and other

disciplines. Structuralism not only creates confusion, but also in

determining its origin also raises difficulties because the father of

structuralism itself is an anthropologist, Claude Levi Strauss that uses the

concept of the linguistic father of the Ferdinand de Saussure.

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Structuralism itself began to be known around the 1960s as a mode of

thinking in the field of philosophy in France.

Before discussing too much about structuralism first needs to be

disclosed differences or terms that sometimes cause confusion. Those

terms are structure, structuralism, structuralist, and structural.

Structuralism itself can be interpreted as a branch or modes of thought of

philosophy, or it can be said that structuralism is a school of thought that

reveals the structure of the deep in a realist that appears chaotic and

irregular diverse scientific, meaning here structuralism more emphasis on

the subjective method to follow the rules and laws so that they are tight,

and keep the distance between the observed and observing. Structuralist

is a designation for followers or adherents of structuralism thought. They

are often called the structuralist although historically they often refuse to

be called as the structuralists. The understanding of the structure itself is

an abstract construction that not can be stand alone as a system without

structure or other support elements.

Jean Peaget stated in Dwi Susanto (2013: 90) that structuralism

contains three main points. The first is an overall idea (Wholeness), in the

sense that the parts or elements conform to a set of rules that determine

the intrinsic good overall structure and its parts. The second idea of

transformation (transformation), structure it undertakes transformation

procedure that constantly allows the creation of new materials. The third

idea of the regularity of the self (self-regulation) does not require things

outside of themselves to maintain the procedures of transforming the

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structure was autonomous from the reference to other systems. This can

be explained through an example that in one building, a building must

have a buffer and roof pillars. Roofs cannot stand without the absence of a

pillar that stands firm. Stanchion can not stand firmly without constituted

by the foundation, and the foundation will not be useful to the well if there

is no roof, walls, and poles. All elements can be said that a building if

everything is complete, as well as literary works. Thus, in this case, the

writer using a structural approach in order to better focus on seeing how

the impact of the witness in the play Twelve Angry Men. On the other

hand, the writer also gives attention to the intrinsic elements of the builder

of a literary work such as characterization, plot, setting, and theme. This is

because the structural approach can also support a study of structure a

literary work.

Structuralism is also formed through several supporting elements,

which a work can be said to be a literary work if at work there are

supporting elements which form an affirmation or description of work. The

new stream of criticism in America, Formalism in Russia, believes that

literary texts can be understood and explained based on the evidence

contained in the text itself. In contrast to structuralism which assumes that

literature can be understood and explained on the basis of its own literary

system which establishes a kind of rules for the creation of literary works

(Faruk, Prof. Dr. 2012:155).

Nurgiantoro (2007; 36) said that the structure of the formation of

literary works also emphasizes the understanding of inter-elemental

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relations (intrinsic) which are mutual, mutually determine, influence each

other, which together form a unity. In other words, the elements of literary

builders can be not separated or interconnected with one another because

basically a literary work is built and formed by these elements. Stanton

(139-147: 2012) stated that the parts of literature have to start from plot,

setting, characters, and theme

1. Plot

Plot (some call it a groove) in the theater has a very important

position. The plot functions as a regulator of the entire show, the main

supervisor in which a writer can determine how to set up the other five

sections, namely characters, themes, diction, music, and spectacle. The

plot also serves as the base of the building in a theater and overall

command of the entire behavior and all parts of the reality of the theater

and the most important part and a major part in a play or theater.

Nurgiyantoro (2007: 149-150) states that the plot sometimes uses a

type of causation which is divided into five parts. Parts of it are as follows:

a) The situation is time to introduce and disclose relevant material or

inform the audience about the problems experienced or conflicts within

the characters in the play.

b) Generating Circumstances is currently introducing a source of conflict

between characters or within a character.

c) Rising Action is a detailed explanation of the struggle of the characters

or the characters to resolve the conflict.

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d) The climax is a conflict that occurs at a limited point occurs among the

characters that occur within the flow of a work.

e) The resolution is the process of resetting to a new atmosphere. This

part that the final events in the play and sometimes give answers to all

the problems and conflicts that occur.

2. Setting

The setting is talking about setting in reviewing the play no direct

connection to the system of stage technique because it is not a question of

scenery to be discussed. The questions about setting or background of

the story are when and where an event occurs. Questions not necessarily

are answered globally, but should be more detail to know the exact time

and place of occurrence.

Leo Hamalian and Frederick R. Karel explained that the setting in

works of fiction is not just a place, time, events, atmosphere and objects in

certain environments, but can also be an atmosphere associated with an

attitude, a way of thinking, prejudice and lifestyle a society in response to

a particular problem. Setting in the latter form can be incorporated into a

psychological setting (Nurgiyantoro, 2007: 158). Setting divided into three

forms, namely as follows:

a) Background Scene

The background is a great place is the background of the play event

occurs. The event in the play of an event fictitious that became the custom

scriptwriter. Aristotle stated that event in the play is mimesis or imitation of

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everyday human life. As it is known that the nature of the play script can

stand alone as a literary reading material, but can be as the base material

of the show. For reading material literature, interpretation of the crime

scene is located on the information given by the play script writer and the

reader's imagination. Meanwhile, as the base material performances,

where these events should be communicated or narrated by the actors as

a communicator to the audience.

b) Time space

Background time is the time that the background events, scenes, and

round it happens. Background time is sometimes already given or already

given signs by the author of the play, but a lot of time setting is not given

by the scriptwriter. The task of a director and cast when facing a play script

is to interpret the time setting of the play. Know the background with time

happened to all parties will be able to work on the play. For example, the

artistic director will be arranging furniture and decorating staging according

to the time setting.

c) Background Events

Background events are events that underlie the scene was happening

and could also underlie the play happen. Background these events can be

a fictitious reality can also be a scriptwriter's imagination. Background of

real events used by script writer to draw the real event happened at that

time as the basis of the story.

The depiction of the proper background to be able of providing a

certain atmosphere and make the story more vivid. With the depiction of

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the background of all the events, circumstances and atmosphere were

carried out by the figures can be perceived by the reader.

3. Character

The character is someone who played in a play and has an important

role. The characterizations are the way the author portrayed characters

and characters in the story. Nature characters in the story described the

author directly and indirectly. Directly, the author describes the character

names and their physical description, personality, the environment of life,

a way of thinking and speaking process. Character figures can be

explained indirectly, for example through the conversation/dialogue,

illustrated by other figures, the reaction of the other figures, disclosure

habits of character, a way of thinking, or action when facing problems.

Abrams in Nurgiyantoro (2007: 165) states that “tokoh cerita

merupakan orang-orang yang ditampilkan dalam suatu karya naratif atau

drama oleh pembaca kualitas moral dan kecenderungan kecenderungan

tertentu seperti yang diekspresikan dalam ucapan”. Based on the

statement can be said that the characters are imaginary people who have

a certain character and conduct as actors who experienced the events in

the story. Russell in How to Analyze Drama (41: 1966) states that most

plays have central motives and in general these are the giant human

emotions which motivate most people in real life: a few of the most

common are:

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a) Hope for reward: a major character desires bring happiness and

prosperity to himself/herself or those whom he/she loves: all of his

actions are planned to hasten the advent of prosperity.

b) Love: basically a particular extension of the hope for reward. A

character is motivated to certain activities because of the love which

he/she has. The love which he wants. Or the love which someone has

for him/her. And we must not exclude. Again, as an extension of the

hope of reward. The motive of self-love (amour proper).

c) Fear of failure: an inversion of the hope of reward. A character works in

a certain fashion because he/she fears that he/she will be crushed if

he/she does not. Everything he/she does is designed to stall or prevent

the advent of misery. Failure, or literal or spiritual poverty. Sometimes

such a motive becomes, in effect, the fear that someone else will fail.

Furthermore, sometimes the fear or failure becomes the fear of

punishment. A character acts in a certain way because he/she has

been threatened with death or torture if he/she does not do as he/she

has been told.

d) Religious feelings: occasionally, but not frequently. Someone can

discover a character who is motivated by religious faith. The character

acts out of deep feelings and convictions that he/she is acting as God

so directs. His/her motivation is diminished to the extent that he/she

acts as he/she thinks he/she is supposed to act.

e) Revenge: there are many plays in which can be found both major and

minor characters motivated by a desire to avenge the death of a loved

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friend or relative. The character usually is willing to lose his own life if

necessary. As long as he/she is able to murder someone who has

wronged him/her.

f) Greed: this is a particular kind motivation in the category of “hope for

reward.”

g) Jealousy: a final corollary kind of motive, in this case connecting to

both love and the fear of failure. Jealousy operates as one of the most

particular and strongest motives in all drama.

Russell not only mentions about human emotion, but he also mentions

about characters which exist in drama. Active and passive characters,

some characters in plays do not change: they begin as the same kinds of

characters as they are in the end. These passive characters are acted

upon by the events of the play: they are usually static, or unchanging.

Conversely, some characters are active. They perform acts. They have

large parts in the play, they usually undergo certain changes as a result of

the action of the play. Instead of being static, they are considered

dynamic. Most of the heroes of great tragedies are dynamic characters.

4. Theme

The theme there was a call in the premise, the root idea, thought,

aim, central idea, goal, driving force and so on. A writer sometimes gives

suggested the theme clearly, but there are also implied. However, the

theme must be formulated clearly, because the theme is the target to be

achieved by a scriptwriter. When the theme is not formulated clearly than

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the player will be blurred and not clear what that would be submitted.

Author or scriptwriter creates a play not just create, but also convey a

message about the problem of human life. The messages can be about

life physically and mentally. The advantage of an author is, it has the

sensitivity to his surroundings, and of the environment, it absorbs all the

problems that become ideas in the writing of the story.

2.3. The Judicial Process in America

Every country has a different court. Indonesian court own decides

guilt or innocence of a person at the hands of a judge, while the judicial

system adopted by America is very different from Indonesia. In America

trial done twice, first performed in front of everyone and the second trial

conducted by the twelfth juror who has been selected, but generally

Robert A. Carp and Ronald Stidham (96: 2001) states that the judicial

process in America has three parts that are Procedures before a criminal

trial, procedures during a criminal trial, and procedures after a criminal

trial, but here the writer only focuses on procedures during a criminal trial

because there is nothing different about procedures before or after trial

between America and another state, only procedures during a criminal trial

which different. The following is a trial procedure in America:

2.3.1. Procedures During A Criminal Trial

A summing that no plea bargain has been struck and the accused

maintains his or her innocence, a formal trial will take place. This is a right

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guaranteed by the Sixth Amendment to all Americans charged with federal

crimes and a right guaranteed by the various state constitutions – and by

the Fourteenth Amendment – to all persons charged with state offenses.

The accused is provided many constitutional and statutory rights during

the trial. The following are the primary rights that are binding on both the

federal and state courts. Robert A. Carp and Ronald Stidham (105-114:

2004) stated that there are some parts of procedures during a criminal trial

that are:

Basic Rights Guaranteed During the Trial Process

The Sixth Amendment says, “In all criminal prosecutions, the accused

shall enjoy the right to a speedy and public trial.” The founders

emphasized the word speedy so that an accused would not languish in

prison for a long time prior to the trial or have the determination of his or

her fate put off for an unduly long period of time. But how soon is speedy?

Although this word has been defined in various ways by the Supreme

Court, Congress gave new meaning to the term when it passed the

Speedy Trial Act of 1974. The act mandated time limits, ultimately

reaching 100 days within which criminal charges must either be brought to

trial or dismissed. Most states have similar measures on the statute books,

although the precise time period varies from one jurisdiction to another. By

“public trial” the Founders meant to discourage the notion of secret

proceedings whereby an accused could be tried without public knowledge

and whisked off to some unknown detention camp.

Selection of Jurors

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If the accused elects not to have bench trial – that is, not to be tried

and sentenced by a judge alone – his or her fate will be determined by a

jury. At the federal level, 12 persons must render a unanimous verdict. At

the state level such criteria apply only the state level such criteria apply

only to the most serious offenses. In many states, a jury may consist of

fewer than 12 persons and render verdicts by other than unanimous

decisions.

Opening Statements

After the formal trial begins, both the prosecution and defense make an

opening statement (although in no state is the defense compelled to do

so). Long and detailed statements are more likely to be made in jury trials

than in bench trials. The purpose of opening statements is to provide

members of jury – who lack familiarity with the law and with procedures of

criminal investigation – with an outline of the major objectives of each

side‟s case, the evidence that is to be presented, the witnesses that are to

be called, and what each side seeks to prove. If the opening statements

are well presented, the jurors will find it easier to grasp the meaning and

significance of the evidence and testimony. The usual procedure is for the

state to make its opening statement first and for the defense to follow with

a statement about it will refute that case.

The Prosecution‟s Case

After the opening statements, the prosecutor presents the evidence

amassed by the state against the accused. The evidence is generally of

two types – physical evidence and the testimony of witnesses. The

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physical evidence may include things such as bullets, ballistics tests,

fingerprints, handwriting samples, blood and urine tests, and other

documents or items that serve as physical aids. The defense may object

to the admission of any of these tangible items and will, if successful, have

the item excluded from consideration. If defense challenges are

unsuccessful, the physical evidence is labeled by one of the courtroom

personnel and becomes part of the official record.

The Case for the Defense

The presentation of the case for the defense is similar in style and

format to that of the prosecution. Tangible evidence is less common in the

defense's case, and most of the evidence will be that of witnesses who are

prepared to rebut or contradict the prosecution's arguments. The

witnesses are questioned by the defense attorney in the same style as

those in the prosecution case. Each defense witness may, in turn, be

cross-examined by the district attorney, and then a redirect examination is

in order.

The prosecution probably avoids emotionalism more than the defense

attorney, however, because many jury verdicts have been reserved on

appeal after the district attorney injected prejudicial statements into the

closing statements.

Role of the Judge During the Trial

The judge's role in the trial, although very important, is a relatively

passive one. He or she does not present any evidence or take an active

part in the examination of the witnesses. The judge is called upon to rule

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on the many motions of the prosecutor and types of evidence that many

be presented and the kinds of questions that may be asked of the

witnesses. In some jurisdictions the judge is permitted to ask substantive

questions of the witnesses and also to comment to the jury about the

credibility of the evidence that is presented; in other states, the judge is

constrained from such activity. Still, the American legal tradition has room

for a variety of judicial styles that depends on the personality, training, and

wisdom of individual judges.

Role of the Jury During the Trial

The jurors‟ role during the trial is passive. Their job is to listen

attentively to the case presented by the opposing attorneys and then come

to a decision based solely on the evidence that is set forth. They are

ordinarily not permitted to ask questions either of the witnesses or of the

judge, nor are they allowed to take notes of the proceedings. This is not

because of constitutional or statutory prohibitions, but primarily because it

has been the traditional practice of the courts in America.

Instruction to the Jury

Although the jury's job is to weigh and assess the facts of the case,

the judge must instruct the jurors about the meaning of the law is to be

applied. Because many cases are overturned on appeal as a result of

faulty jury instructions, judges tend to take great care that the wording is

technically and legally correct.

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The Jury‟s Decision

The jury deliberates in complete privacy no outsiders observe or

participate in its debate. During their deliberation jurors may request the

clarification of legal questions from the judge, and they may look at items

or evidence or selected segments of the case transcript, but they may

consult nothing else – no law dictionaries, no legal writings, no opinions

from experts. When it has reached a decision by a vote of its members,

the jury returns to the courtroom to announce its verdict. If it has no

reached a decision by nightfall, the jurors are sent home with firm

instructions neither to discuss the case with others nor read about the

case in the newspapers. In very important or notorious cases, the jury may

be sequestered the jury may be sequestered by the judge, which means

that its members will spend the night in a local hotel away from the public

eye.