THE ANALYSIS OF MORAL VALUES IN KUBO AND THE TWO STRINGS MOVIE
THESIS
By
NAAFI HAYYU ANDANSARI
NIM. 210917080
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE INSTITUTE OF ISLAMIC STUDIES PONOROGO
JANUARY 2021
ABSTRACT
ANDANSARI, NAAFI HAYYU. 2021. The Analysis of Moral Values in Kubo and the Two Strings Movie. Thesis, English Education Departement, Faculty of Tarbiyah and Teachers Training, State Institute of Islamic Studies Ponorogo. Advisor: Nurul Khasanah, M. Pd.
Keywords: Moral Values, Types of Moral Values, Movie.
Movie is one of the media that becomes major sources of entertainment, education, and knowledge. As the media, movie is a good solution of troubles and problems in learning because it consists of interesting audio and visuals so it doesn't make students easily bored. By watching a movie, the researcher can get many things, especially moral values. Moral value is about people’s belief in good or bad conduct. The purposes of doing this research are (i) to find out the moral values in Kubo and the Two Strings movie, (ii) to know the most dominant moral values in Kubo and the Two Strings movie. In this research, the researcher used library research by approaching descriptive qualitative method and content analysis to analyze the data. The data of this research are moral values in the script dialogue uttered by the characters and their gestures shown in the movie. The data source in this research are a movie entitled “Kubo and the Two Strings”, many books, and relevant materials. The researcher used documentary technique to collect the data. The researcher used Thomas Lickona’s theory to analyze the moral values of “Kubo and the Two Strings” a movie by Travis Knight. The result shows that there are 12 types of moral values spoken and gestures by characters. They are: respect, responsibility, honesty, fairness, tolerance, prudence, self-discipline, helpfulness, compassion, cooperation, courage, and democratic. Then, the most dominant moral values in this movie is responsibility. Kubo and the Two Strings movie can be used as a supporting medium for students to learn about moral values in society.
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CHAPTER I
INTRODUCTION
A. Background of Study
Movie is persuasive and effective in persuading people's minds because
it has an interesting storyline. The movies are very easy to watch and access
by everyone. People watching movie have many purposes, such as
refreshing, spending time, getting information, learning a foreign language,
and trying to understand cultures in several countries. Nowadays, for some
people, watching movies is a basic necessity, even a lifestyle. Most of the
movies are adapted from a real stories in the world and the other adapted
from books or novels. The movie has added some sense of audiovisual to
make it more interesting and the message can be conveyed to the audience
well. So, the people don’t only see movie as entertainment, but also as an
educative medium.
Movie, also known as film, not only does the narrative of the film
dramatize the transition from human to non-human agency (from acting
body and drawing hand to generated pixel and computing processor); it also
allegorically represents the shift from analog to digital, from photographic
to graphic film, from representation to presentation.1 Although movies are
1 Thomas Elsaesser and Malte Hagener, Film Theory: An Introduction Through the Senses (New York and London: Routledge, 2010), 170.
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one of the youngest arts, they have absorbed the structures and forms of
many older arts.2
The movies are good if it has lots of educative messages. The purpose
of the educative message is an example of good behavior which reflects a
religious message, education, and morality. There are many moral values
found in the movie. Movie is useful medium in teaching several moral
values which are very important in the society because human life in the
world is always related to society. In society, there are many rules and
always have moral rules. Moral value is the attitude and behavior of
individuals based on legal values in the environment where they live,
usually related to values. So an individual who is said to have a good moral
value is when individual has lived by obeying the appropriate laws in the
place where he lives and does good things.
Moral theory is a branch of ethnics that is primarily concerned with
investigating the nature of the right and the good. Such moral assumptions
often express ideas about what makes an action right or wrong, and hence
about the nature of such actions. And questions about the nature of right and
wrong, as well as about the nature of good and bad, are central in the study
of moral theory.3 In conclusion, moral theory is always related to goodness.
On the other hand, someone in society is said to be less good if he does bad
habits.
2 Timothy Corrigan, A Short Guide to Writing about Film: Eighth Edition (United States: Pearson Education, 2012), 39. 3 Mark Timmons, Moral Theory: An Introduction (New York: Rowman & Littlefield Publisher Inc, 2002), 3.
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Human beings can be morally evaluated as reponsible agents who are
free to choose how to act.4 Moral action reflect moral judgements. In other
words, moral agent does what the judge to be right. Moral judgement are
evaluative judgement, that is, they convey the agents view concerning the
value of doing a thing rather another.5 So, a person judges the other person
from their action in society if the other person doesn’t follow the moral
rules. We all have moral values and we all make moral judgments.
In addition, we may hope to assess the role that human needs and
desires play in moral (and immoral) behavior, and to assess the role of
reason in the making of moral judgments. All this should contribute to
reducing thoughtless judgements made without consideration of relevant
factors and so we should be better placed to make sound moral judgements
on practical issues involving personal morality and social policy.6
For the statements above, the definition of moral value is about people
believe good in the bad thing. Moral values give examples of good attitude
and culture, which is inspired by society’s behavior. For literature work,
moral value is about the author's message to read about good and bad
manner. So, the writer hopes the reader can learn the message. The moral
value exists in human daily life because, in every action of human being, it
4 Jennifer Trusted, Moral Principles and Social Values (London and New York: Rountledge & Kegan Paul, 1987), 1. 5 David K. Chan, Moral Psychology Today: Essays on Values, Rational Choice, and the Will (USA: Springer, 2008), 4. 6 Jennifer Trusted, 2.
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is based on the lesson that can be taken from people’s experience in daily
life.
According to Linda and Richard Eyre in Chairina Nasir, moral value is
divided into two kinds, there are value of being and value of giving. Value
of being divided into six types: honesty, courage, peace of ability, self-
confidence and potential, self-discipline and moderation, fidelity, and
chastity. Whereas value of giving divided into loyalty and dependability,
respect, love and affection, unselfishness and sensitivity, kindness and
friendliness, justice and mercy.7
Whereas to Thomas Lickona, the main moral values are respect and
responsibility, but there are other specific values i.e., honesty, justice,
tolerance, wisdom, self-discipline, help each other, altruism, cooperation,
courage, and democratic.8
Kubo and the Two Strings movie is a movie from Laika and director by
Travis Knight that contains a lot of moral values. The film revolves around
Kubo, a young boy who wields a magical shamisen (a Japanese stringed
instrument) and whose left eye was stolen during infancy. Accompanied by
anthropomorphic snow monkeys and beetles, he must conquer his mother's
sister and power-hungry grandfather Raiden the Moon King, who is
responsible for stealing his left eye. One of the moral values that have been
7 Chairina Nasir et all, “An Analysis of Moral Values in The Movie Coco ”,Proceedings of the 2nd English Education International Conference (EEIC) in conjunction with the 9th Annual International Conference (AIC), September 2019, (Banda Aceh: Universitas Syiah Kuala, 2019), 24-25. http://jurnal.unsyiah.ac.id 8 Thomas Lickona, Educating for Character: How Our Schools Can Teach Respect and Responsibility (New York: Bantam Books, 1991), 74.
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found in Kubo and the Two Strings movie is the responsibility, as evidenced
by Kubo’s attitude towards his mother. Kubo take care, cooks, feeds up his
mother in the cave when she in a daze.
This study focuses on the analysis of moral values in the “Kubo and the
Two Strings” movie. The writer hopes this study would be able to
emphasize the important of moral values to the reader. Therefore, based on
the explanations above, the writer is going to conduct a research to
investigate the moral values in the “Kubo and the Two Strings” movie under
the title “An Analysis of Moral Values in ‘Kubo and the Two Strings’
Movie”.
B. Statements of the Problem
Based on the background of the study, the research problems can be
formulated as follows:
1. What are the moral values find in “Kubo and the Two Strings movie”?
2. What is the most dominant moral value in “Kubo and the Two Strings
movie”?
C. Objectives of the Research
Based on those problem statements, the objectives of the research are:
1. To find out the moral values in “Kubo and the Two Strings movie”.
2. To know the most dominant moral values in “Kubo and the Two Strings
movie”.
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D. Significances of the Research
The significances of this research is addressed theoretically and
practically.
1. Theoretically
The researcher hopes that the result of this study can give a
contribution to the development of moral value purposed by Thomas
Lickona in his book entitled Educating for Character. And also the
researcher hopes that this result can give information to the readers
about how to study deeper about the moral value from the movie.
2. Practically
a. For the teacher
This study is aimed to be an inspiration and also to help the
teacher in teaching about morals to his/her students. Besides that,
this movie can be a good medium for the teacher to teach English
listening comprehension, vocabulary, and reading comprehension
from subtitles. Another hand, teachers can transform the positive
value for students.
b. For the students
This study is aimed to make them a valuable lesson that
students must be always respected by the family at home. Student
can absorb the positive values which show in this movie. Besides
that, it can give inspiration, morals, education, religion, suggestion,
and motivation in life to the students.
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c. For the other researchers
This study can be an inspiration and secondary data to the other
researcher who interests to conduct a study about moral values in
other movies, so there will be many movies analyzed and many
values gotten and applied.
E. Previous Research Result
Research in the field, film or movie analysis for education, is not new
at this time. Many researchers have researched films to observe characters,
values, even for the benefit of teaching English language education. To
make this study clear and different, the researcher provides some previous
studies which are related to moral value research.
The first is a thesis conducted by Aisyah Fatin Kahar, a student of
English Education Department, Tarbiyah and Teacher Training Faculty,
University of Muhammadiyah Sumatera Utara Medan, entitled “An
Analysis of Moral Value Entitled The Ron Clark Story Movie”. Statements
of the problem are (1) What are moral value found in The Ron Clark Story
movie?; (2) How are the moral values presented in The Ron Clark Story
movie?; (3) What are the implications of The Ron Clark Story movie in
education? This research was applied descriptive qualitative research by
using content analyzing research design, the data consists of dialogs. Aisyah
Fatin Kahar used documentary technique to collecting data and technique
analysis data by Miles and Huberman. The data of that research were
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collected from focused on analyzing the data of dialog from main actors that contained moral value which are found in Ron Clark Story movie script.
This study is based on three types of value from Linda and Richard Eyre theory, there are individual moral value, social moral value and educational moral value. Individual moral value include honesty, bravery/courage, peace ability, self reliance (confidence) and potential, self-discipline and moderation, hard work, justice (fair). Social moral value iclude loyalty
(trustworthy), respect, love and affection, sensitive and unselfishness, kind and friendly. Educational value include smart, innovative, creative, gratitude.
The result of the study found that in ‘The Ron Clark Story’ there are some descriptions of moral value (18) dialog from individual moral value,
(28) dialog from social moral value, (8) dialog from education moral value.
The total is 53 data from 70 scene in this movie. Moral value presented in
“The Ron Clark Story” movie showed to direct and indirectly. The research analyzed all the descriptions of moral value and all the types of moral value which found out in the script of “The Ron Clark Story” movie.
Educational values in “The Ron Clark Story” movie are brave, honesty, hard work, self reliance (confidence) and potential, peace ability, self- discipline and moderation. Social values in “The Ron Clark Story” movie are loyalty (trustworthy), respect, love and affection, sensitive and unselfish, kind and friendly. In the type of individual moral value there are smart, innovative, gratitude, creative. The implications for education are:
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teacher should always teach honesty to their students, the students should
know that their teacher love them, and the students are more able to peace
and ability.9
The similarities between Aisyah Fatin Kahar’s research and this
research are analysis moral values and research method. The differences are
problem statements and theory. If Aisyah Fatin Kahar used Linda and
Richard Eyre’s theory, this research used Thomas Lickona’s theory.
The second is a thesis coducted by Denik Riana, a student of English
Education Department, Faculty of Tarbiyah and Teacher Training, State
Institute of Islamic Studies Ponorogo, enttitled “An Analysis of Moral
Values found in Frozen Movie”. Statements of the problem are (1) What
moral values found in Frozen movie?; (2) How the moral values are acted
to the actors in Frozen movie? The writer used the descriptive qualitative
research method. There are two data sources for the analysis, Frozen screen
play and many kind of books and relevant materials such as books of
literature theory, moral and value.
In this research, the writer taked the screen play of Frozen movie to
complete the data, the writer observes the Frozen movie to find out the moral
value from this movie. In analyze Frozen movie, the writer used qualitative
data analysis. The writer does following step to analyze the data source:
watch the movie for several time, collect the data souce, collect the books
9 Aisyah Fatin Kahar, An Analysis of Moral Value Entitled the Ron Clark Story Movie,” (Thesis, University of Muhammadiyah Sumatera Utara, Medan, 2018). http://repository.umsu.ac.id
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concerned with the key word of this title, select the suitable book with the
subject and object of this research, and analyze the movie and comparing
with the referential books.
The result of the research are moral values by Linda and Richard Eyre’s
theory found in this movie are: hard working, carefulness, love and
affection, humanity, self control, cheerfulness, share, sorry and apologizing,
confidence, respectfulness, good consideration, kind and friendly, bravery,
not selfish, responsibility, loyalty, helping other, patience, honesty, and
peacefulness. There are some explains how the moral values are acted to the
actors.10
The similarity between Denik Riana’s research and this research is
analysis moral values. The differences are research method, problem
statements, and theory. If Danik Riana used Linda and Richard Eyre’s
theory, this research used Thomas Lickona’s theory.
The third is a thesis conducted by Sena Marhaendra Pusumakeja, a
student of English Education Department, Tarbiyah and Teacher Training
Faculty, State Institute for Islamic Studies of Metro, entitled “An Analysis
of Moral Value Teaching in ‘The Fate of the Furious’ Movie”. Statements
of the problem is what moral values are found in “ The Fate of The Furious”
Movie? The writer decided to applied descriptive qualitative method and
10 Denik Riana, An Analysis of Moral Valus Found in Frozen Movie,” (Thesis, State Islamic College of Ponorogo, Ponorogo, 2015). http://etheses.iainponorogo.ac.id
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the characteristic of this research is case study. This research applied the
Miles and Huberman model to analyzed the data that has been collected.
The results from this research based on standard of moral value in
Indonesia, there are: honesty, courage, peace ability, self reliance and
potential, self dicipline and moderation, loyalty, respect, love, kindness and
friendliness, justice and mercy.11
The similarity between Sena Marhaendra Pusumakeja’s research and
this research is analysis moral values. The differences are research method
and theory. If Sena Marhaendra Pusumakeja used Standard Moral Values in
Indonesia’s theory, this research used Thomas Lickona’s theory.
F. Research Method
1. Research Design
Research design is a process of steps used to collect and analyze
information to increase our understanding of a topic or issue.12 In
conducting this research, the researcher used library research and the
approach that was used was descriptive qualitative.
Descriptive studies are communicated through the data; theoritical
studies are communicated through concept illustrated by data.13 A
descriptive assigns label to data to summarize in a word or short phrase-
11 Sena Marhaendra Pusumakeja, An Analysis of Moral Value Teaching in The Fate of the Furious Movie (Based on its Main Characters),” (Thesis, State Institute for Islamic Studies of Metro, Lampung, 2018). https://repository.metrouniv.ac.id 12 John W. Creswell, Education Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research 4th Edition (Lincoln: University of Nebraska, 2011) , 3. 13 Steven J. Taylor, Robert Bogdan, Narjorie L. DeVault, Introduction to Qualitative Reseach Methods: A Guidebook and Resource (Canada: Wiley, 2016, 4th Edition), 162.
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most often a noun-the basic topic of a passage of qualitative data. These
eventually provide an inventory of topics for indexing and categorizing,
which is especially helpful for ethnographics and studies with a (field
notes, interview transcripts, document, etc.)14 The writer used
descriptive qualitative because the writer wants to describe and analyze
the moral values in the “Kubo and the Two Strings” movie.
To analyze the data, the researcher used content analysis. Content
analysis is one of many types of analyzing data in qualitative research.
The researcher uses content analysis because the researcher analyzed
content, there are dialogue in script and gestures in the movie.
2. Data and Data Source
a. Data
In analyzing “Kubo and the Two Strings” movie, there are two
data sources: dialogue uttered by the characters and their gestures
shown in the movie.
b. Data Source
Data source is subject to find out where the data come from.
Data source can be classified into two:
1) Primary Source
In analyzing “Kubo and the Two Strings” movie, there are
two data sources for the analysis, the “Kubo and the Two
14 Matthew B. Miles, A. Michael Huberman, Johnny Saldana, Qualitative Data Analysis: A Methods Sourcebook (USA: Sage, 2014, Third Edition), 7.
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Strings” movie video and script. The primary source of the data
is the video and script of “Kubo and the Two Strings” movie.
The file of the movie video is downloaded from
www.savefromnet.com. The script was downloaded from
www.downsub.com. The movie becomes the subject of the
analysis where the writer follows the actions of all of the
characters and plot to find the moral values in “Kubo and the
Two Strings” movie.
2) Secondary source
The secondary data source is taken from many kinds of
books and relevant materials such as thesis from some writers
and book of moral value theory. The previous thesis are: An
Analysis of Moral Value Entitled The Ron Clark Story Movie”
by Aisyah Fatin Kahar, An Analysis of Moral Values found in
Frozen Movie by Denik Riana, and An Analysis of Moral Value
Teaching in The Fate of the Furious Movie by Sena Marhaendra
Pusumakeja. The book of moral value theory is from Thomas
Lickona, the title is Educating for Character.
3. Technique of Data Collection
In conducting this research, the writer used the documentary
technique to collect the data by getting the data from reading the movie
script and watching with pause the picture by picture of “Kubo and the
Two Strings” movie by Travis Andrew Knight.
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Actually, documentary technique is the technique to collect data
and the data usually from transcript, books, newspaper, magazine,
script, etc.15 In this research, the researcher used the script from Kubo
and the Two String movie video to collect the data. In collecting the data
for analyzing this research, the writer gathered references that support
the subject matter of the data and apply some steps.
The technique for collecting data is conducted to get information
needed to support the goals of the research. The technique for collecting
data is documentary technique. The steps of data collecting are as
follows:
a. Downloaded the movie of Kubo and the Two Strings on YouTube.
b. Watched and read the whole movie and transcript of the movie, pay
attention to every dialogue or pictures screenplay to find out the
moral value in the Kubo and the Two Strings movie.
c. Identified the moral values in the movie.
4. Technique of Data Analysis
The technique for collecting data is conducted to collecting and
organizing of data so that a researcher can come to be a conclusion. The
technique for analyzing data is content analysis. The researcher
describes the data which will answer the two research problem of
analysis above.
15 Siti Mukarromah, Thesis: “An Analysis of Character Educational Values In" Zootopia" Movie Script” (Ponorogo: IAIN Ponorogo, 2019), 90. http://etheses.iainponorogo.ac.id
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The researcher describes the result of the research by watching and understanding the script of Kubo and the Two Strings movie accurately.
Then, analyze moral values by coding the script and scene at what minute according to Thomas Lickona's theory. Next, arrange all moral values into a table. After everything is neatly arranged in a table, research question number two will automatically be answered.
Table 1. Data Display of Moral Values in Kubo and the Two Strings
Movie
Data Moral Values
Rs Rp Ho F T P SD Hf Cm Co Cu D
Datum1 √
Datum2 √
Datum3 √
Datum4 √
Datum5 √
Datum6 √
Datum7 √
Datum8 √
Datum9 √
Datum10 √
Datum11 √
Datum12 √
Datum13 √
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Datum14 √
Datum15 √
Datum16 √
Datum17 √
Datum18 √
Datum19 √
Datum20 √
Datum21 √
Datum22 √
Datum23 √
Datum24 √
Datum25 √
Datum26 √
Note: Rs : Respect Rp : Responsibility Ho : Honesty F : Fairness T : Tolerance P : Prudence SD: Self Discipline Hf : Helpfulness Cm: Compassion Co : Cooperation Cu : Courage D : Democratic
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G. Organization of the Research
To make a good thesis, it needs to be arranged systematically, the
organization of the thesis covers the following chapters.
Chapter I is Introduction. It consists of Background of Study,
Statements of the Problem, Objectives of the Research, Significances of the
Research, Previous Research Result, Research Method consists of Research
Design, Data and Data Source, Technique of Data Collection, Technique of
Data Analysis and the last is Organization of the Research.
Chapter II is Theoretical Review. It consists of review of some theories
related to the movie and moral values by Thomas Lickona, Bertens, and
Linda and Richard Eyre.
Chapter III is the results of the research analysis to answer the first
statements of the problem.
Chapter IV is the results of the research analysis to answer the second
statements of the problem.
Chapter V is Closing. It consists of Conclusion and Suggestion. In
Conclusion, the researcher systematically describe about the summary of
the research representing the answer of the research problem. In Suggestion,
the researcher gives suggestion and recommendation to the other people in
interested in the topic being analyzed.
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CHAPTER II
THEORETICAL REVIEW
A. Moral Values
1. The Definition
Moral values derives from two words, there are ‘moral’ and ‘value’.
Moral refers to human behavior where morality is the pratical activity.16
Values are translated into actions by the practical choices that agents
make. Doing the morally right thing seems to go against the self-interest
of agents when doing so requires the sacrifice of personal interest for
the benefit of other or for the sake of duty.17 The importance of values
and morals is the code by which we live a civilized and fair life in
society. They are what we use to guide our interactions proffesional
behaviour. Our values and morals are a reflection of our spirituality; our
character.18
Moral theory is a branch of ethnics that is primarily concerned with
investigating the nature of the right and the good. Such moral
assumptions often express ideas about what makes an action right or
16 Mohammad Chowdhury, “Emphasizing Morals, Values, Ethnics, And Character Education in Science Education and Science Teaching”.The Malaysian Online Journal of Education Science Monash University. Vol. 4, (Australia: Monash University, 2016), 1.https://research.monash.edu/en/ 17 David K. Chan, Moral Psychology Today (USA: Springer, 2008), 12. 18 Anamika Banerjee, “Moral Values-A Necessary Part of the Curriculum”. Indian Journal of Research. Vol.3, (Rajashtan: Mewar University, May 2014), 57. https://www.worldwidejournals.com
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wrong, and hence about the nature of such actions. And questions about
the nature of right and wrong, as well as about the nature of good and
bad, are central in the study of moral theory.19
Moral system, based wholly on purpose, does not reduce the
morality of the act to that of the purpose that animates it. For if the
purpose is bad, the will and the exterior act will inevitably be also bad;
but if the purpose or the end is good, it remains still to choose means
which are not unworthy of it and which, if possible, are exactly suited
to it. And when the means are chosen and the act is willed, it still remains
to transfer this will by an act which does not lodge ridiculously on this
side of the first pur¬ pose and which, if it can be, is precisely adapted to
it. The purpose thus permeates all the elements of the voluntary act, but
it does not replace them.20
Moral development is the primary identity’s progressive acquition
of facility in entering, or opening up to, and eventually becoming
explicity aware of, the autonomous identity.21 Moral code is a producct
of gradual social evolution, like language, amnners, or the common law,
and that, like them, it has grown and bevoled to meet the need for peace
19 Mark Timmons, Moral Theory: An Introduction (New York: Rowman & Littlefield Publisher Inc, 2002), 3. 20 Etienne Gilson, translated by Leo Richard Ward C.S.C., Moral Values and the Moral Life (USA: The Shoe String Press Inc, 1961), 89. 21 William M. Kurtines, Jacob L. Gewirtz, Handbook of Moral Behavior and Development (New Jersey: Lawrence Erlbaum Associates, 1991), 119.
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and order and social cooperation.22 Moral is a law in the society to get
reconcilement in the society. It consists of language, amnners and law.
Human beings can be morally evaluated as reponsible agents who
are free to choose how to act.23 Judgement are verbally embodied in
statements, sentences that assert that something is or is not the case and
can therefore be true or false. 24 Moral action reflect moral judgements.
In other words, moral agent does what the judge to be right. Moral
judgement are evaluative judgement, that is, they convey the agents
view concerning the value of doing a thing rather another.25 Each moral
rule must be judged, of course, in accordance with its utility. But some
moral rule have this utility simply because they are already accepted. In
any case, this established acceptance adds to the utility of rules that have
utility on other grounds.26
Though actions must be judged by their tedency to promote long-
run happiness and well-being, it is mistake to apply this utilitarian
criterion directly to an act or decision considered in isolation. It is
impossible for anyone to foresee all the consequences of a particular art.
But we are capable of judging the consequeces of following establised
general rules of action—of acting in principle. All human action is
22 Henry Hazlit, The Foundation of Morality, (New York: The Foundation for Economic Education, 1994), 9. 23 Jennifer Trusted, Moral Principles and Social Values (London and New York: Rountledge & Kegan Paul, 1987), 1. 24 Ibid., 5 25 David K. Chan, Moral Psychology Today: Essays on Values, Rational Choice, and the Will (USA: Springer, 2008), 4. 26 Henry Hazlit, 9.
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undertaken in order to substitute a more satisfactory state of affairs for
a less satisfactory state. The conduct we call moral is the conduct we
consider likely to lead to the most satisfactory situation in the long run.27
In addition we may hope to assess the role that human needs and
desires play in moral (and immoral) behaviour, and to assess the role of
reason in the making of moral judgements. All this should contribute to
reducing thoughtless judgements made without consideration of
relevant factors and so we should be better placed to make sound moral
judgements on practical issues involving personal morality and social
policy.28
The distinction between moral values and immoral values is made
from within a particular morality: What is compatible with this morality
is called moral. What does not conform to it, immoral. In contrast, the
distinction between moral and non-moral values is made from an
external or meta-perspective, a theoritical perspective beyond all
particular moral perspectives.29
The meaning of “morality” is identified with a certain type of
morality or even with a particular morality held to be the only valid one.
By defining morality in a highly specific way, this approach misses out
the plurality and diversity of moral systems.30
27 Ibid., 354. 28 Jennifer Trusted, 2. 29 Dieter Birnbacher, Moral and Other Values, (Germany: Kultura I Wartosci, 2013), 44. 30 Ibid., 46.
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Morality is autonomous. While religion often serves as a force that
strengthens adherence to moral values, the appropriate moral rules
themselves, and the nature of our duties and obligations, have no
necessary dependence on any theological doctrine or religious belief. 31
Morality is not an end we pursue purely for its own sake. It is means to
ends beyond itself. But because it is an indispensable means we value it
also for its own sake.32
Morality must be a social concept since it i concerned with our
dealings with others. Sometimes a change in moral attitudes and social
codes leads not to a modification of a moral concept but to the relegation
of a secondary principle. A principle that is relegated ceases to act as a
guide to behaviour and the moral prescription that we ought to act in
accordance with the principle disappears33
Immoral action is nearly always short-sighted action. If it
occasionaly helps an individuali to achieve some immediate particular
end that he might not have achieved without it, it is usually at the cost,
even to him, of some more important or enduring end. And immorality
can achieve even these minor successes onlly the extent that is rare and
exceptional, and confined to a tiny minority. A corrupt or immoral
society is ultimately an unhappy or dying society.34
31 Henry Hazlit, 358. 32 Ibid., 354. 33 Jennifer Trusted, 121. 34 Henry Hazlit, 357.
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Moral values are taught to be imbibed by members of the society to
enhance character development and promote good moral upbringing and
moral health in individuals. Priciples of moral conduct can only be
effectively understood and practiced when moral values are strongly
adhered to by individuals in a given society.35
Typical moral values that are not attached to things and their
relationships, but only to people. Only the actions of people who are
morally good or bad. However, non-moral values need to be considered,
even though they are not studied in detail. Their relationship with morals
is not external and cannot be undone or even ignored. It is essential,
inward, material. Moral values presuppose other things with certain
qualities and values which belong to them.36
The term "highly moral", means having good and bad judgment.
However, it is not uncommon for bad itself to be in relative terms. that
is, something that is considered good by one person or nation in general
is not necessarily the same for others. A person's view of morals and
values is usually influenced by the way of life, the way of life, the
nation.37
35 George N. I and Uyanga D. U, “Youth and moral values in a changing society. Journal of Humanities And Social Science. Vol. 19 (Nigeria: University of Uyo, 2014), 40-44. http://www.iosrjournals.org 36 Nicolai Hartmann, Ethnics (Vol. II Moral Values), (London: George Allen & Unwin LTD, 1932), 167. 37 Burhan Nurgiyantoro, Teori Pengkajian Fiksi (Yogyakarta: Gadjah Mada University Press, 2013), 320-321.
23
Moral values are the result of valuing process of comprehension
implementing of God and humanity values in life. So, these values will
guide human knowledge and creativity appropriately.38
Moral values are always related to goodness. That goodness is the
fundamental moral value is not disputed. The systems of morality which
differ most in content are a one in this, that they are all concerned with
moral value in itself and as such. Then “good” and “morally valuable”
ae one and the same.39
2. Characteristics of Moral Values
According to Bertens K.40, there are four characteristic of moral
value. There are as following:
a. Moral values is related with responsibility
Moral value is related with human personality, but beside moral
value we also automatically can say other values. Moral value is
related with human personality of responsibility. Moral value just
can be real in action wholly it became responsibility of the involved
person.
b. Moral value related with pure heart
All values need to make it real. Because it has persuasive power,
it should be practice. For example, aesthethic value it should be
practiced, play music composition or others. After that the result of
38 Linda and Richard Eyre, Teaching Your Children Values Today (New York: Touchstone. 1993), 98. 39 Nicolai Hartmann, 171. 40 Bertens K., Etika (Jakarta: Gramedia Pustaka Utama, 2006), 35.
24
it, painting want to be showed, and music want to be listened. To
make moral value to be real, it can be appealed frm pure heart. One
of special characteristic of moral value is this value will effect voice
of pure heart to accuse us if oppose moral value and praise us if make
moral value. c. Moral related to obligation
Moral value obligates us absolutely and it can’t be
compromised. Other value need to be real and admitted, for example
aesthetic value. Educative and cultural person will admit and enjoy
aestethic value. But indifferent people can’t we blame. Moral value
obligates us as such, without requirement. For example, honesty
orders us to return thing that borrowed, like or ot, because moral
value contains an imperative category. In other value for example, if
badminton player want to be champion, he/ she must try hard. It’s a
must to be champion, but there is a limitation. d. Moral related to formality
Moral value is not stand-alone without other value. Although
moral value is top value that we must appreciate, but is not in top
without other valie. Moral value did not separate with other values.
For example, a seller applies moral values all at once with apply
economic values. Moral values are nothing without other values. It
is form of formality. If we take right (and laws) as the embodiment
of obligations and duties then we can appreciate that they are
25
determined by our moral principles and social values. Tehy also help
to would those priciples and values there is interdependence as with
morality and the law.
3. Kinds of Moral Values
Moral values are values that express ideas about good life. There
are several moral values that are considered important in social life.
According to Thomas Lickona the main moral values are respect and
responsibility, but there are other specific values i.e., honesty, fairness,
tolerance, prudence, self-discipline, helpfulness, compasion,
cooperation, courage, and a host of democratic values.
a. Respect
Respect mean showing regard for the worth of someone or
something. It takes three major forms: respect for oneself, respect
for other people, and respect for all forms of life and the environment
that sustains them. Respect for self requires people to treat their own
life and person as having inherent value. Respect for others requires
people to treat all other human beings-even those person dislike-as
having dignity and right equal to their own.
Finally, just as the value of respect is involved in the smallest
everyday interactions, it also underlies the major organizing
principles of a democrary. It’s respect for persons that leads people
26
to create constitutions that require the government to protect, not
violate, the rights of the governed. 41
b. Responsibility
Responsibility means orienting toward others, paying attention
to them, actively responding to their needs. Responsibility
emphasizes their positive obligations to care for each other. A
morality of responsibility does point people in the right direction.
Over the long haul it calls people to try, in whatever way person can,
to nurture and support each other, alleviate suffering, and make the
world a better place for all.42
Responsibility means being dependable, not letting others
down. It means carrying out any job or duty—in the family, at
school, in the workplace—to the best of our ability. Finally, an
emphasis on responsibility is especially important today as a
corrective for the modern preoccupation with “rights”.
Responsibility is very much bound up with the problem of choosing
between alternative courses of action, and with making an effort to
achieve the chosen end.43
41 Thomas Lickona, Educating for Character: How Our Schools Can Teach Respect and Responsibility (New York: Bantam Books, 1991), 70. 42 Ibid., 72. 43 E.M., M.Eppel, Adolescent and Morality: A Study of some Moral Values and Dilemmas of Working Adolescents in the Context of a Changing Climate of Opinion (London: Routledge and Kegan Paul Ltd., 1966), 85.
27
c. Honesty
Honesty is one such value. Dealing honestly with people—not
deveiving them, cheating them, or stealing from them—is one basic
way respecting them.44
According to Johnson and Philip45, honesty involvess more than
speaking the truth because speaking is only half of the
communication process. More than that honsety means compability
with the reality of facts.
d. Fairness
Fairness requires person to treat people impartially and not play
favorites.46 According to Nicholas Rescher, fairnes is a matter of
process—of dividing goods or bads on the basis of general principles
that pertain to everyone alike. (It would not be amiss to say that when
their claims are equal fair traetment insists upon seeing people as
interchangable units). 47
Fairness is treating all people the same according to notions of
fairness and justice; not letting personal feelings bias decisions about
others; giving everyone a fair chance.48 The concept of justice is one
of the main foundations of an individual’s general system of moral
44 Thomas Lickona, 74. 45 Larry Johnson, Bob Phillips, Absolute Honesty (United Stated of America: Amacom, 2003), 174. 46 Thomas Lickona, 70. 47 Nicholas Rescher, Fairness: Theory & Practice of Distributive Jusice (New Jersey: Transaction Publishers, 2002), 13. 48 Christopher Peterson, Martin E. P. Seligman, Character Stregths and Virtues: A Handbook and Classification (New York: Oxford University Press, 2004), 30.
28
sentiments. In this investigation three unfinished sentences were
specifically designed to explore aspects of the nature of this concept
as seen by these young people. It is clear from the responses that the
stimuli that were provided elicited reactions based on genuine
feeling, sometimes of considerable intensity.49
e. Tolerance
Tolerance is one of the hallmarks of civilization. Tolerance is a
fair and objective attitude toward those whose ideas, race, or creed
are different from their own. Tolerance is what makes the world safe
for diversity.50
Tolerance is a proper restraint upon the irrepreeible
imagination, which recognizes that the imagination tends to fill in
the gaps with fanciful ideas and banal comparisons. Indeed, such
unbridled use of imagination often results in intolerant fanaticism:
as we begin to imagine the other as an alien who must be destroyed.
Tolerance resists this fantastic and often fanatical work of the
imagination with the realistic recognition that often gaps remain.
While the imagination makes possible critical interaction with the
other, self-criticism and tolerance prevent this critical interaction
from becoming dogmatic and, in facr, unimaginative.51
49 E.M., M.Eppel, 72. 50 Thomas Lickona, 70. 51 Andrew Fiala, Tolerance and the Ethnical Life (London, New York: Continuum, 2005), 56- 57.
29
f. Prudence
Prudence is other values that help person respect ourselves. For
example, tell person not to put theirselves in physical or moral
danger (the old idea of “avoiding the occasion of sin”).52 In other
word, prudence is wisdom, wisdom is being able to provide wise
counsel to others; having ways of looking at the world that make
sense to oneself and to other people.53 Prudence is being careful
about one’s choices; not taking undue risks; not saying or doing
things that might later be regretted.54
g. Self-discipline
Self-discipline tells person not to indulge in self-demeaning or
self-destructive pleasures but to pursue what is good for people—
and to pursue healthy pleasures in moderation. Self-dicipline also
enables people to delay gratification, develop people talents, work
toward distant goals, and make something of their lives.55
h. Helpfulness
A helpful spirit takes pleasure in doing a kindness.56 According
to Oxford Dictionary, helpfulness is the quality of helping in a
52 Thomas Lickona, 75. 53 Christopher Peterson, Martin E. P. Seligman, 29. 54 Ibid., 30. 55 Thomas Lickona, 75. 56 Ibid., 75.
30
particular situation and the quality of showing that you are willing
to help somebody.57
i. Compassion
Compassion (meaning “suffering with”) helps person not only
know their responsibility but also feel it.58 Based on Werriam
Webster Dictionary, compassion is sympathetic consciousness of
other’ distress together with a desire to alleviate it.59
j. Cooperation
Cooperation recognizes that “no man is an island” and that, in
an increasingly interdependent world, people must work together
toward goals as basic as human surival.60 Teamork is working well
as a member of a group or team; being loyal to the group; doing
one’s share.61
k. Courage
Courage helps young people respect the rights of others when
people face pressure to join the crowd in perpetrating an injustice.
Courage also enables person to take bold, positive action on behalf
of others.62
57 Oxford Dictionary, accessed 18 February 2021 https://www.oxfordlearnersdictionaries.com/definition/english/helpfulness 58 Thomas Lickona, 75. 59 Merriam Webster Dictionary, accessed 18 February 2021 https://www.merriam- webster.com/dictionary/compassion#synonyms 60 Thomas Lickona, 75. 61 Christopher Peterson, Martin E. P. Seligman, op. cit. 30. 62 Thomas Lickona, 75.
31
Courage is emotional strengths that involve the exercise of will
to accomplish goals in the face of opposition, external or internal. In
other words, courage and bravery are same. Bravey/ valor is not
shrinking from threat, challenge, difficulty, or pain; speaking up for
what is right even if there is opposition; acting on convictions even
if unpopular; includes physical bravery but is not limited to it.63
l. Democratic
Democrary is the best way person know of securing their
individual rights (respecting persons) and promoting the general
welfare (acting responsibly for the good of all). Teaching an
understanding and appreciation of these democratic values—and
how they are made realities through the laws of the land—is a central
part of the school’s moral charge.64
Apart from Thomas Lickona, there are several other figures who
have ideas about moral values, one of which is Linda and Richard Eyre.
According to Linda and Richard Eyre 65 values divide into two groups.
a. Values of Being
The value of being is a value that is within evolved humans
beings in to the behavior and the way we treat others. It includes:
63 Ibid., 29. 64 Thomas Lickona, 76. 65 Linda and Richard Eyre, Teaching Your Children Values Today (New York; Touchstone, 1993)
32
1) Honesty
Honesty is estimable character; fairness and straight
forwardness of conduct or adherence to the fact. Honesty is
freedom from subterfuge or duplicity, truthfulness, and
sincerity.
2) Courage
Courage is the synonym of bravery, bravery is
face(something involving possible unfortunate or disastrous
consequences) or endure (as hardship) use with self-control and
mastery of tear and often with a particular objective in vie.
Bravery is able to meet danger or endure pain or hardship
without giving in to fear. Bravery is arising from or suggestive
or mastery of fear and intelligent use of faculties especially
under duress.Or courage means doing the right thing when it‘s
hard (and even if it means being called a ―chicken).
3) Peace ability
Calmness and peace ability are values because they help
others as well as ourselves to feel better and to function better.
In addition to social values, they are contagious qualities. As
you develop them within yourself, they are―caught by others
around you. Peace ability means understanding, calmness,
patience, control and accommodation – essentially to opposite
of anger, losing one‘s temper and impenitence.
33
4) Self Reliance (Confidence) and potential
There are two separate but closely related principles
involved here. The first is the self-reliance of accepting the
responsibility for and the consequences of one‘s own actions
and performance, rather than blaming luck or circumstances or
someone else. The second is the finding of our full abilities by
trying to be one‘s best self and asking the best from oneself the
conscious pursuit of individuality potential and the conscious
rejection of avoidable mediocrity.
5) Self discipline and Moderation
Self-discipline means many things: being able to motivate
and manage yourself and your time, being able to control
yourself and your temper, being able to control your appetites
(and here the companion word moderation comes into play).
Self-discipline and moderation are two sides of the same
coin. Selfdisciplineis pulling up and away from the laziness of
doing too little. Moderation is pulling in and away from the
excesses of trying to do or to have too much b. Values of giving
1) Loyalty
Loyalty is loyal manner. Loyalness is the quality, state, or
an instance of being loyal; fidelity or tenacious adherence.
34
Loyal is faithful and the devoted to a private person; faithful or
tenacious in adherence to cause, ideal, practice or custom.
2) Respect
Respect is the basis and foundation (and often the
motivation) for several of the other basic values of life. Children
who learn both to implement and to understand the principle of
respect will be better members of society, better friends, and
better leaders. Respect to other people is also important, but
respect is not only in terms of attitude and said words that occur
due to hard training. True respect is seriously concerned about
the feelings of others.
3) Love
Love is fell affection for. Love is a communications code
word for the letters. Love is fell referent adoration for (God).
Loving to themselves is more than just a loyal and respectful.
Dear friends, dear to the neighbors, who also love to hate us,
and emphasize the lifelong responsibility for saying to the
family.
4) Kindness and friendliness
Simple kindness and friendliness is a great human value. It
involves parts of several other values, such as the empathy of
the value of sensitivities and the boldness of the value of
courage, but it is a very separate and different value from these.
35
This value is also partially an extension of the value of peace
ability. In peace ability, we try to teach children not to hurt and
to avoid conflicts. Here, we teach the positive, pro-active side
of being a friend, acting friendly and kind, and becoming more
polite and courteous.
5) Justice and Mercy
Justice is something we should all be prepared to accept -
for justice will always come, in some form, sooner or later. It is
the law of the harvest and of cause and effect.
After about justice, turn to mercy. Explain that while we
should accept justice, we should try to give mercy. Do not be
interested in making others “pay” for their mistakes. Do not hold
grudges or carry a chip on your shoulder. These tendencies
make us vindictive and vengeful and cause us to poison
ourselves and our outlook.
B. Movie
Movie, also known as film, not only does the narrative of the film
dramatize the transition from human to non-human agency (from acting
body and drawing hand to generated pixel and computing processor); it also
allegorically represents the shift from analog to digital, from photographic
to graphic film, from respresentation to presentation.66 Although the movies
66 Thomas Elsaesser, Malte Hagener, Film Theory: an introduction through the senses (New York and London: Routledge, 2010), 170.
36
are one of the youngest arts, they have absorbed the structures and forms of
many older arts.67
For whatever reason, the designation film is often applied to a motion
picture that is considered by critics and scholars to be more serios or
challenging than the movies that entertain the masses at the multiplex. Film
derives from the celluloid strip on which the images that make up motion
pictures were originally captured, cut, and project; movies is simply short
for motion pictures.68
Although the movies are one of the youngest of the arts, they have
absorbed the structures and forms of many older arts.The digital revolution
has begun to dramatically change how we view movies. Not only are people
watching more movies through the Internet, CD-ROMs, or iPods, but more
and more art and information is being created to be seen and understood
specifically through these new media vehicles.69
Films furthermore presuppose a cinematic space that is both physical
and discursive, one where film and spectator, cinema and body encounter
one another. Each type of cinema (as well as every film theory) imagines an
ideal spectator, which means it postulates a certain relation between the
(body of the) spectator and the (properties of the) image on the screen,
however much at first sight the highlighted terms are “ understanding” and
67 Timothy Corrigan, A Short Guide to Writing about Film, Eighth Edition (United States: Pearson Education, 2012), 39. 68 Richard Barsam, Dave Monahan, Looking at Movies: An Introduction to Film (New York, London: W.W Norton & Company, 2016), 3. 69 Timothy Corrigan, 77.
37
“making sense” interpretation and comprehension. What is called classical
narrative cinema, for instance, can be defined by the way a given film
engages address and envelops the spectatorial body.70
Every movie has message that want to be presented for the moviegoers.
Movie is one of media that become major sources of entertainment,
education and knowledge. As the media, movie is a good solution of
troubles and problems in learning. In the movie, we can get many things,
especially moral of life, education and many things others.71
According to Richard & Dave, there are three major types of movies72:
1. Narrative
Narrative is a way of how to create fictional or fictionalized stories
presented in narrative films. Storytelling is a complicated business,
especially when relating a multifaceted story involving multiple
characters and conflicts over the course of two hours of screen time.
Besides being a general tool for a story or for a kind of movie, usually
narrative is used to describe the way that movie stories are built and
presented to engage, involve, and orient an audience. This narrative
structure—which includes exposition, rising action, climax, falling
action, and denouement—helps filmmakers manipulate the viewer’s
cinematic experience by selectively conforming to or diverging from
70 Thomas Elsaesser and Malte Hagener, 4. 71 Sumiatun, Irmayani, Supriyatno, “Moslem Moral Values Analysis in “How To Train Your Dragon” Movie”, Edulitics Journal, Vol. 2 No.1, June 2017, (Lamongan: Universitas Islam Darul ‘Ulum, 2017), 25. http://e-jurnal.unisda.ac.id 72 Richard Barsam, Dave Monahan, Looking at Movies: An Introduction to Film (New York, London: W.W Norton & Company, 2016), 64.
38
audience expectations of storytelling. According to 73, the script tells the
story in a scene-by-scene fashion, with dialogue and character
interactions written out in detail.
2. Documentary
The documentary movie has a purpose to educate the viewer. The
documentary has to recording real events or present political or social
analyses. In other words, if we think of a narrative movie as fiction, then
the best way to understand the documentary movie is as non - fiction.
So, it can be concluded that a documentary should be based on a real
story.
3. Experimental
Experimental is the most difficult of all types of movies to define
precisely. Because experimental filmmakers actively seek to defy
categorization and convention. For starters, it’s helpful to think of
experimental cinema as pushing the boundaries of what most people
think movies are—or should be.
C. Kubo and the Two Strings Movie
Kubo and the Two Strings is a 2016 American stop-motion animated
fantasy film directed by Travis Knight (in his directorial debut) and
produced by animation studio Laika. It stars the voices of Art Parkinson as
Kubo, Charlize Theron as Monkey/ Sariatu, Matthew McConaughey as
73 Stephen Prince, Movies and Meaning: An Introduction to Film (USA: Pearson, 2014), 230.
39
Beetle/ Hanzo, Ralph Fiennes as Raiden the Moon King, George Takei as
Hosato, Cary-Hiroyuki Tagawa as Hashi, and Brenda Vaccaro as Kameyo.
Kubo premiered at Melbourne International Film Festival and was released
by Focus Features in the United States on August 19 to critical acclaim, but
was considered a boc office disappoinment, grossing $77 million worlwide
against a budget of $60 million. The duration of the film is 102 minutes and
in English language. The film won the BAFTA ward for Best Animated
Film, and was nominated for Academy Award for Best Animated Feature
and Best Visual Effects.74
The film revolves around Kubo, a young boy who wields a magical
shamisen (a Japanese stringed instrument) and whose left eye was stolen
during infancy. Accompanied by an anthropomorphic snow monkey and
beetle, he must subdue his mother's corrupted Sisters and his power-hungry
grandfather Raiden the Moon King, who is responsible for stealing his left
eye.
The 12 year old Kubo tended to his mother who was sick with Sariatu
in the cave. He makes a living manipulating origami miraculously with
music from the Shamisen for the townspeople, beating his father Hanzo's
missing samurai warrior. Kubo was never able to finish his story, he did not
know what happened to Hanzo and his own mother who was unable to
remember the end due to his deteriorating mental state.
74 ‘Kubo and the Two Strings’, IMDb, accessed 17 February 2021, https://www.imdb.com/title/tt4302938/plotsummary
40
Sariatu warned him not to come out after dark. Kubo's understanding of the village bon festival allows them to talk to their loved ones who have died. Kubo was present but angry because Hanzo came from his lantern and forgot to go home before sunset. Karasu and Washi find him and attack but
Sariatu is present and uses his magic to send Kubo away, telling him to have found his father's armor while he is fighting.
Kubo meets Monkey who explains that Sariatu has left. With Little
Hanzo's help, their origami characters set off to find armor. They meet the amnesiac samurai Beetle who is cursed to take the form of a stag beetle or a human hybrid but believes himself to be Hanzo's student in the past.
They find Sword Unbreakable in the Hall of Bones cave guarded by a giant skeleton but they defeat him. They crossed Long Lake on a boat to find an impenetrable underground underwater. Kubo and Beetle swim to find Garden of Eyes which is able to enter its victim with many eyes revealing its secrets and eating it.
Beetle saves Kubo, who is not aware of obtaining Breastplate but on returning to the boat they find Monkey seriously injured while fighting and kills Karasu. They head to shore to recover, Monkey explains he and his brother were ordered by the Moon King to kill Hanzo, but he fell in love with him and the Moon King branded him an enemy.
Kubo dreams of meeting the blind old man Raiden who directed him to the Invulnerable Helmet at the abandoned fortress of Hanzo. They continue their journey but realize that it is a trap that Raja Bulan and Washi have
41
applied. Washi explains that Beetle is Hanzo whom he and Karasu curse for taking Sariatu from them.
The Beetle is killed and the Monkey sacrifices himself, Kubo uses the
Shamisen to defeat Washi, breaking 2 of the 3 strings. Little Hanzo gave a glance, Helmet was actually the bell in the village and Kubo broke the last rope quickly headed there. In the village of Kubo met Raiden declared the
King of the Moon.
He offered to take Kubo's other eye to make him immortal but Kubo refused. Raiden becomes the giant dragon Dunkleosteus, Moon Beast chases Kubo. Hanzo's armor proved ineffective, Kubo moved and stretched the shamisen using his mother's hair, his father's bowstring, his own hair.
The instrument summoned the spirits of the villagers' loved ones, showing the Moon Beast that memory was the strongest magic of all and could never be destroyed. Kubo and the spirit magic protect them and the villagers disarm the Moon Beast's power and leave as mortals without memories.
Encouraged by Kubo's story, the villagers reach out for compassion and tell Raiden, he is a man with positive qualities, accepting him into the village. Kubo was able to talk to the spirits of Kubo's parents during the Bon
Ceremony as they witnessed the village lanterns that had died into golden cranes flying into the spirit world into the sky.
42
CHAPTER III
MORAL VALUES IN KUBO AND THE TWO STRINGS MOVIE
This chapter presented the result of the findings. It was intended to answer the first problem of the study. In the findings, the researcher described the process of calculating and presenting the results of data. Whereas; in the discussion section the researcher will analyze the finding.
A. Reseach Findings and Discussions
After analyzing the data of “Kubo and the Two Strings” movie, then there
are some reflected findings that can be found related to the types of moral
values and findings taken from dialogue uttered by the characters and their
gestures shown in Kubo and the Two Strings movie. The finding moral values
and discussions are presented as follows:
1. Respect
Respect mean showing regard for the worth of someone or something.
It takes three major forms: respect for oneself, respect for other people, and
respect for all forms of life and the environment that sustains them. Respect
for self requires people to treat their own life and person as having inherent
value. Respect for others requires people to treat all other human beings-
even those person dislike-as having dignity and right equal to their own.
Finally, just as the value of respect is involved in the smallest everyday
interactions, it also underlies the major organizing principles of a
democrary. It’s respect for persons that leads people to create constitutions that require the government to protect, not violate, the rights of the governed.75
In Kubo and the Two Strings movie, there are 2 data that contains respect for other people. The first data can be seen on the conversation and scene from minutes 00:37:41 till 00:37:52 and 01:28:54 till 01:30:38 as second data.
The following is the conversation that contains the first data (datum
10):
Kubo : Monkey! Wait! He wasn’t trying to hurt me. He just wanted... Hanzo. Beetle : (muttering to himself) Hanzo? Hanzo.... From dialogue above, there is a value of respect that belongs to Kubo.
Even though he is meeting Beetle for the first time, he doesn’t think that
Beetle is a bad person. Kubo was still kind to Beetle. Because at that time, the monkey tried to attack Beetle and was blocked by Kubo. The monkey thought that Beetle would try to hurt Kubo, but Kubo prevented him and let Beetle introduce himself. That action is included in the value of respect.
In addition to the sections mentioned above, the researcher also found the value of respect in the minutes 01:28:54 till 01:30:38. Below are the conversation (datum 26):
Old Man : “But I seem to have forgotten my story. Can you help me?”
75 Thomas Lickona, 70.
44
It takes a moment for this to sink into the crowd, and then Kamekichi pushes forward. Kameyo : I’ll tell him. No, we’ll all tell him. We’ll tell him everything he needs to know. The old woman approaches the old man Kameyo :You... are the kindest, sweetest man to ever live in this village. Old Man : Oh... Oh really? Kameyo breaks into a grin and nods vigorously. Kameyo :Yes! Other villagers around her are starting to get the idea. Mari : Every day, you walk around smiling and handing out coins to children.. Villager 2 :You... you taught my kids to swim! Hosato : And... you give blankets to the poor! Hashi : You’re a good man. Villager 3 : You fed the hungry. Villager 4 : You always lend a helping hand! Kameyo : We both adore your grandson. (She gestrured to Kubo) your grandson’s a storyteller. He’ll tell you all the stories you’ve forgotten. Old Man : Really? Kubo : Of course. From dialogue above, it can define respect value when Oldman
forgotten his story. Even though Oldman had destroyed the village when
he was the previous Moon King, the villagers still respected him by
considering him a good man. The villagers mentioned his goodness, such
as, taught her kids to swim, give blankets to the poor, fed the hungry, and
always lend a helping hand. Apart from the value of respect that the
45
villagers have, Kubo also has this value. It was proven when he was asked
by Kameyo to tell a story about his story, and Kubo agreed with a sweet
smile. Kubo respected Oldman even though he had taken one eye.
2. Responsibility
Responsibility means orienting toward others, paying attention to
them, actively responding to their needs. Responsibility emphasizes their
positive obligations to care for each other. A morality of responsibility does
point people in the right direction. Over the long haul it calls people to try,
in whatever way person can, to nurture and support each other, alleviate
suffering, and make the world a better place for all.76
In Kubo and the Two Strings movie, there are 4 data that contains
responsibility. The first data is from minutes 00:03:39 till 00:04:03,
minutes 00:04:10 till 00:04:45 as second data, third data is minutes
00:25:03 till 00:25:52 and the last is minutes 00:31:43 till 00:32:05.
Because there are no conversations in the first data, second data, and the
last data, the researcher present the scenes too. Scene from minutes
00:03:39 till 00:04:03 as the first data (datum 1), the screenshots is:
76 Ibid., 72.
46
From the screenshot above, there is a value of responsibility that Kubo has. The value of responsibility in the scenes above can be observed when
Kubo cooks, prepares food and drinks for his mother. Every day she cooks and prepares food for her mother who is dazed in the cave.
Second data is scene from minutes 00:04:10 till 00:04:45 (datum 2), the screenshots is as below:
From the screenshot above, you can see Kubo's responsiveness value.
After he finished cooking and preparing the food, he would wake up his mother, take her mother's hand and feed her patiently. After they both finished eating, Kubo took his mother to the front of the cave to see the surrounding scenery and breathed fresh air for a while before leaving for the village to tell stories. Even though Kubo is still a child, he is still responsible to his mother.
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The third data find in minutes 00:25:03 till 00:25:52. The conversation third data (datum 7) is below:
Mother : Kubo! Kubo : Mother Mother : Kubo, you must find the armor! It’s your only chance! Remember this! From the above conversation, the attitude of Kubo's mother reflects the value of responsibility as a parent to her child. He let Kubo go to find the armor because that was the only option Kubo had. While he was letting go of his son, he fought his sister. A mother's responsibility is to protect her child and that is also owned by Kubo's parents.
The last data, can find in minutes 00:31:43 till 00:32:05 (datum 8).
Below are the conversation and scenes:
Monkey : Now, go to sleep.
From scene and conversation above, the researcher see high responsibility value from Monkey to Kubo. She told Kubo to sleep and then
48
he stayed in front of the fire. She sat quietly and smiled at Kubo. She looked
at Kubo all night with full responsibility and compassion.
3. Honesty
Honesty is one such value. Dealing honestly with people—not
deveiving them, cheating them, or stealing from them—is one basic way
respecting them.77
There are 3 data that contains honesty in Kubo and the Two Strings
movie. First data is in the minutes 00:39:50 till 00:40:00, minutes 00:53:31
till 00:54:12 as second data and the last or the third data is from minutes
01:02:35 till 01:03:51.
Let's look at the first data, conversation from minutes 00:39:50 till
00:40:00 (datum 11).
Kubo : Monkey! Can I tell him? Monkey : I really don’t think that’s a good idea... Kubo : He has a right. Monkey : Absolutely not. Kubo : But... I... Monkey : No “buts.” No! Beetle : What? Tell me what? Kubo opens his mouth. Monkey holds up a finger. Kubo : Hanzo was my father.
77 Ibid., 74.
49
Monkey : Kubo! Beetle’s eyes are wide. Beetle : Ha! This is a miracle! I have found the son of my master! I have found the son of my master. From the above conversation, it contains Kubo's honesty value.
Although at first there was an argument with Monkey and had been
forbidden to tell the truth, Kubo still told Beetle if Hanzo was his father.
Beetle was delighted to have found the son of his master.
Besides the first data above, there is also a second data on the conversation from minutes 00:53:31 till 00:54:12 (datum 20). The data is below:
Beetle : Kubo, question: before you started on your heroic quest,
what were you like?
Kubo : I looked after my mother, mostly. And I told stories. Sometimes I would tell my mother stories about little things. Like skimming rocks across the river. Or catching fireflies in the mulberry fields. And when I told those stories I could see her eyes were mostly clear. I could tell she saw me, really saw me. And I could see her too. Her real self. Her spirit. Trying to find its way out. It was beautiful. Kubo does have a very high level of honesty. It is proven when he tells
the situation of his mother and the days they have gone through before
making the long journey. He talked a lot about his mother and what he
wanted to do with her, including the spirit that her mother had. Even
though he has a dazed mother, he is not ashamed to honest / tell the truth
to Beetle and Monkey whom he has not known for long.
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The last data or the third data is taken from the conversation in minutes
01:02:35 till 01:03:51 (datum 22). The data is below:
Kubo : I saw...... Mother Monkey : My son.. (in the cave) Monkey : You’re staring. Let me guess. You have questions. Kubo : Tell us your story. Then we can sleep. Please? Monkey : The night I met your father... Kubo : Mother.... Based on the above conversation, Monkey honestly says that Kubo is
his son and tells about the night he met Hanzo, Kubo's father. Although
previously Monkey covered the truth, in the end he wanted to tell the truth
about himself and Hanzo to Beetle and Kubo in the cave.
4. Fairness
Fairness requires person to treat people impartially and not play
favorites.78 In Kubo and the Two Strings movie, there is 1 datum that
contains fairness. The value of respect is found in the scene from minutes
00:09:05 till 00:09:30 (datum 3). Below are the conversations:
Kubo : This armor was made up of three pieces. The first...
Hashi : Oh, oh, oh!!! I know! I know! The Sword Unbreakable!
Kubo : The second...? Mari : The Breastplate Imp...(struggling) Impen..Impen-a-truh- bubble! Yeah! Kubo : And finally, the third weapon, the final piece of the armor... Kameyo : I know this one, pick me! The Helmet Invulnerable!
78 Ibid., 74.
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The value of fairness can be seen in the above conversation when Kubo
chose 3 different people to answer a question about weapons that can
protect Hanzo from the power of the Moon King. Kubo has a fair attitude,
does not discriminate and provides equal opportunities to everyone. He
didn't differentiate between age or gender, he chose three different people.
5. Tolerance
Tolerance is one of the hallmarks of civilization. Tolerance is a fair and
objective attitude toward those whose ideas, race, or creed are different
from their own. Tolerance is what makes the world safe for diversity.79
In Kubo and the Two Strings movie, there is 1 datum that contains
tolerance. The value of tolerance is find in the scene from minutes 00:50:17
till 00:50:55 (datum 19). Below are the conversations as the data:
Beetle : And an incredibly gifted one! He just saved our lives! Monkey : Yes, he is very powerful, but he still has much to learn! Monkey stops. Beetle is staring over her shoulder with his mouth open. Monkey : What??? Beetle : Fast learner Monkey looks at Kubo. She’s not smiling exactly, but there’s a hint of pride. Monkey : Show off One by one our heroes hop aboard the great boat. Monkey have a value of tolerance when trapped between Kumbang's
opinion and Kubo's abilities before passing Long Lake. Although
previously Kumbang and him had quarreled about doubts over Kubo's
abilities who were still young and needed a lot to learn, Kubo finally proved
79 Ibid., 74.
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his ability to build a great boat. The reflection of respect for others by taking
the middle path by the Monkey is a reflection of the value of tolerance. He
also joined the Beetle and Kubo got on the boat, a reflection of his
tolerance.
6. Prudence
Prudence is other values that help person respect ourselves. For
example, tell person not to put theirselves in physical or moral danger (the
old idea of “avoiding the occasion of sin”).80
Based on the movie that the researcher has watched, it is found that
there are 2 data that contain prudence values. From minutes 00:11:57 till
00:12:05 as first data and minutes 01:07:23 till 01:07:50 as next data or
second data.
Here is the first data, conversation from minutes 00:11:57 till 00:12:05
(datum 4).
Kubo : (smiling brightly)So be sure to come back tomorrow!
Hashi : What? Oh come on! People like an ending, please! Where are you going? No....You can’t leave!
From the conversation above, there are Kubo's attitudes and words that
show that he is very prudent. He kept smiling as he told the villagers to come
back tomorrow to witness the end of Hanzo and Moon King's never-ending
80 Ibid., 75.
53
adventure. Even though he himself also felt like a failure, he still smiled and
spoke politely to the villagers.
Below is the conversation from minutes01:07:23 till 01:07:50 (datum
23), as the second data for the prudence value.
Beetle : (gentle) Monkey? Why didn’t you tell him sooner... who you really are? Monkey : The magic that keeps me here... it’s fading. Soon I’ll be gone, and then Kubo will be alone again.
Beetle : Not alone. He is the son of Hanzo. I will do everything I can to keep him from harm.
Monkey appreciates this.
Monkey : Thank you, Beetle. From Monkey's answer in the above conversation, she has a high
prudence. She tell to Beetle wisely, the reason why she previously didn't tell
Kubo her true self was because the magic that keeps she here, it's fading.
She didn't want Kubo alone if she left him. Even though she previously
didn't get recognition as Kubo's parent, she was fine, as long as she could be
with Kubo and keep his magic from fading.
7. Self-discipline
Self-discipline tells person not to indulge in self-demeaning or self-
destructive pleasures but to pursue what is good for people—and to pursue
healthy pleasures in moderation. Self-dicipline also enables people to delay
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gratification, develop people talents, work toward distant goals, and make
something of their lives.81
In Kubo and the Two Strings movie, there is 1 datum that contains
self-discipline. The value of self-discipline is in the scene from minutes
00:12:15 till 00:12:29 (datum 5). Because in the data there is no
conversations, the researcher will presents screenshot from the scene. The
data is in the next page.
From the above screenshot scenes, you can see that Kubo returns to his
house in the cave before sunset / before dark. He approached and sat beside
his mother watching the sunset. She promised her mother to come home
before sunset and she does that every day, it's an attitude that reflects the
value of self-discipline. The reason why he had to go home before sunset
was that his mother's brother would search and find him at night if he wasn't
hiding.
8. Helpfulness
81 Ibid., 75.
55
A helpful spirit takes pleasure in doing a kindness.82 There are 3 data that contains helpfulness in Kubo and the Two Strings movie. The researcher found the value of helpfulness in the conversation from minutes
00:43:17 till 00:43:37 as the first data and 00:46:57 till 00:47:15 as the second data. But in the third data from minutes 00:47:47 till 00:47:55, there are no conversations, so the researcher will provide screenshots of the scenes (datum 12). Below are the first data:
Beetle : No! No! No! He rocks back and forth a few more times. He’d be red in the face if he wasn’t already. Beetle: Yes. Kubo reaches over and helps him up. Because the conversations above are not strong evidence of the value of helping, the researcher will provide a screenshot of the scenes shown below.
From the screenshot of the scene, it can be concluded that Kubo has a helfulness value. Even though at first when Kubo approached, Beetle said no, in the end he wanted to be helped to stand up again and immediately
82 Ibid., 75.
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Kubo helped him. Kubo helped by attaching his back to the Beetle's back and pushing it so that the Beetle could stand up.
The next is second data (datum 16). The conversation and the screenshot are below:
Monkey : Kubo!!!
Kubo : Monkey!! Monkey : No ! Kubo ! Because the conversation between Monkey and Kubo above is not strong enough as evidence of the first data, the researcher will provide a screenshot of the scenes from the first data. The screenshot scene is in the next page.
From the two data (conversation and scenes) for the first data evidence, it can be seen the helpfulness attitude shown by Monkey in the scene above.
He tried to help Kubo who almost fell because the clothes that Beetle had shot to save him would be torn. He managed to break free from Odokuro's
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grasp and ran fast towards Kubo, trying to reach him and help him, but was
thwarted by Odokuro.
Because the last data has no conversation, the researcher will present a
screenshot of the scenes (datum 15) below:
The next data of helpfulness is shown by Beetle, he helped Kubo and
Monkey when The Sword Unbreakable was removed and Odokuro began
to collapse. He flew to grab Kubo and Monkey to be brought out of the
cave. If Beetle doesn't help Kubo and Monkey, they will most likely die
from being crushed by Odokuro's large bones.
9. Compassion
Compassion (meaning “suffering with”) helps person not only know
their responsibility but also feel it.83 In Kubo and the Two Strings movie,
there are 3 data that contains compassion value. The value of compassion
is in the scene from minutes 00:24:24 till 00:24:33 as the first data, minutes
00:48:06 till 00:48:20 as the second data and the last data contained on
minutes 01:21:07 till 01:21:21. Below are the first data (datum 6):
Kubo : Help! Help! Somebody help! Help! Look out! Run!
83 Ibid., 75.
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From the conversation above, Kubo cares about all the villagers. He told the villagers if there was a dangerous black wind approaching the village which was none other than his aunt's incarnation. He asked all villagers to run so as not to get hurt and to be safe.
In addition to the first data mentioned above, the next data is conversation from minutes 00:48:06 till 00:48:20 as the second data (datum 17). The data is below: Beetle : Uh oh. I can’t feel my wings. Monkey : You didn’t even know you had them five minutes ago. Stop wriggling. There... is that feeling better? Beetle : Yeah, a little to the left. Down just a bit. Right there. That’s good. The conversation contains the value of caring for others that Monkey shows to Beetle. Although at first Monkey doubted Beetle's sincerity and ability, in the end he wanted to help massage the Beetle's back which hurt.
Because previously Beetle was also able to prove that he deserved to join
Kubo in finding the armor.
Finally, the last data or the third data is below. The data is conversation from minutes 01:21:07 till 01:21:21 (datum 24).
Kameyo : Kubo? Is that you? Kubo : You have to leave this place. The Moon King, he is coming. From the last data above, it can be concluded that Kubo cares about others, especially for all villagers. He tells Kameyo and all the villagers to leave the place because the Moon King is coming. Even though it was Kubo
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who was dealing with the Moon King, Kubo was worried about the safety
of the villagers so he ordered the villagers to leave him and his village.
10. Cooperation
Cooperation recognizes that “no man is an island” and that, in an
increasingly interdependent world, people must work together toward goals
as basic as human surival.84
Researchers found 2 data containing the value of cooperation. The first
data is contained in the minutes 00:45:25 till 00:45:58 and the second data
is found in the minutes 00:59:30 till 01:01:30. Below are the first data
(datuum 14):
Monkey : Enough with the arrows! If only the conversation above, it cannot be used as data about the value of cooperation. So, the researcher will provide a screenshot of the scene that contains the first data.
From the screenshot of the scene, there is a value of cooperation which
is reflected in the behavior of Kubo and Beetle in saving Monkey who is
held by Odokuro. Beetle tries to save Monkey by shooting with a bow and
arrows Odokuro but it almost hits Monkey and Monkey tells Beetle to stop
84 Ibid., 75.
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his archery. Meanwhile, Kubo made origami birds to attack Odokuro with
the help of his musical instrument.
The last data is the conversation from minutes 00:59:30 till 01:01:30
(datum 21). Just like the first data, the conversation is not strong enough as
evidence for data about the value of cooperation. So, the researcher will
also present screenshot scenes below:
Monkey : Beetle? What happened? Where’s kubo? Beetle : Ummm.. Monkey : Get back down there! He’s in trouble! Beetle : I got it.
From the data above, the value of cooperation is reflected in the attitude
of Monkey and Beetle who share tasks. Monkey tries to fight against his
sister on the ship and Beetle is in charge of saving Kubo who enters Long
Lake. They work together so that everything can be resolved and okay.
11. Courage
Courage helps young people respect the rights of others when people
face pressure to join the crowd in perpetrating an injustice. Courage also
enables person to take bold, positive action on behalf of others.85
85 Ibid., 75.
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In Kubo and the Two Strings movie, there are 3 data that contains courage value. The first data from minutes 00:37:27 till 00:37:40, minutes
00:44:41 till 00:44:47, and the last is in minutes 01:21:30 till 01:22:01.
In the first data, there is a conversation, but it cannot be used to provide a clear explanation of the value of cooperation. So that researchers will show screenshots of scenes to make it easier. The data (datum 9) is below:
Kubo : Monkey!
Monkey : Kubo!
From the data above, it is clear that Monkey's courage to save Kubo when he is in danger. Monkey did not care about his safety and fear, he immediately ran into the place where Kubo's voice came with a very brave.
He is more concerned with Kubo than himself.
The second data that contains conversation and screenshot scenes
(datum 13) to clarify is below:
She snatches the sword from Beetle, and rushes forward.
Monkey : I invoke the sword unbreakable!
62
Because the conversation in the second data was not clear enough to
analyze the value of courage in the movie, the researcher presented a
screenshot of the scenes. Monkey does have extraordinary courage. While
Kubo and Beetle fell silent because they saw Odokuro's change which
became very big, Monkey forcibly took the sword that Beetle carried and
ran bravely towards the giant Odokuro's feet to smash the sword.
The last data is minute 01:21:30 till 01:22:01 (datum 25). The
conversation is below:
Kubo : Grandfather! It’s me! Kubo! I know you can see me! Grandfather : Hello, Grandson! It’s so good to see you at last. So to speak. Kubo picks up a rock. Kubo throws the rock at Grandfather. From the above conversation, Kubo's courage. Even though at that
time he was not accompanied by Beetle / his father and Monkey / his
mother, he dared to challenge The Moon King / his powerful grandfather.
In fact, Kubo dared to pick up and throw rock at Grandfather. He also never
trained to fight before.
12. Democratic
Democrary is the best way person know of securing their individual
rights (respecting persons) and promoting the general welfare (acting
responsibly for the good of all). Teaching an understanding and
appreciation of these democratic values—and how they are made realities
through the laws of the land—is a central part of the school’s moral
charge.86
86 Ibid., 76.
63
In Kubo and the Two Strings movie, there is 1 datum that contains
democratic. The data about democratic value from minutes 00:49:03 till
00:50:25 (datum 18). Below are the conversations:
Monkey : This conversation is over. Monkeys don’t swim. Beetle : (Grinning) Not to worry. Monkey see, monkey do! Monkey growls, shaking her head. Monkey : How long have you been waiting to say that? Beetle : Ever since i met you. What were we ‘grown-up conversation’-ing about? Monkey : You’re ridiculous, you’re just absolutely ridiculous. Ridiculous! Crossing the lake is a ridiculous idea. It’s not your fault... There’s no sense left in your head. Beetle : I think i resent that. And I may not know everything... Monkey : Anything. Beetle : Anything. But I do know Kubo is more capable than you think he is! You’re being a tiny bit overprotective here. Monkey : I’m being a lot overprotective here. It’s my job to make sure Kubo is safe. And that...is not safe. You...... Are not safe! Bigger pieces of debris are shifting now. Hunks of rotten driftwood and uprooted bushes. Monkey : Kubo is just a child! Beetle : And an incredibly gifted one! He just saved our lives! Monkey : Yes, he is very powerful, but he still has much to learn! Monkey stops. Beetle is staring over her shoulder with his mouth open. Monkey : What??? The great big boat is ready. The value of democracy is found in the scene when Kubo takes the middle way to make Boat over the Long Lake. Previously, Beetle and Monkey were arguing because they were confused about how to get past The Long Lake
64
and finally Kubo showed his ability to make a Boat composed of a collection of dry leaves from the strains of his musical instrument.
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CHAPTER IV
THE MOST DOMINANT MORAL VALUE IN KUBO AND THE TWO
STRINGS MOVIE
A. The Most Dominant Moral Value in Kubo and the Two Strings Movie
To determine the most dominant moral value in Kubo and the Two
Strings movie, the researcher looked at the table of the data analysis results.
The table is below:
Table 1. Data Display of Moral Values in Kubo and the Two Strings Movie
Data Moral Values
Rs Rp Ho F T P SD Hf Cm Co Cu D
Datum1 √
Datum2 √
Datum3 √
Datum4 √
Datum5 √
Datum6 √
Datum7 √
Datum8 √
Datum9 √
Datum10 √
Datum11 √
Datum12 √
Datum13 √
Datum14 √
Datum15 √
Datum16 √
Datum17 √
Datum18 √
Datum19 √
Datum20 √
Datum21 √
Datum22 √
Datum23 √
Datum24 √
Datum25 √
Datum26 √
Note: Rs : Respect Rp : Responsibility Ho: Honesty F : Fairness T : Tolerance P : Prudence SD: Self Discipline Hf : Helpfulness Cm: Compassion
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Co : Cooperation Cu : Courage D : Democratic Based on the data table above, the researcher concludes if the most dominant moral value in this movie is responsibility value. Responsibility value can be the most dominant because there consists of four data. An explanation of each moral values is below:
Firstly, When it was morning when Kubo woke up from his sleep, he walk to the small kitchen area and light a flint, light a fire. He graciously poured and heated a pot of water, preparing the rice and tea for the two setting places on the ground
(performed 00:03:39 - 00:04:03).
Secondly, when Kubo finished preparing the food, he approached a sleeping woman. Kubo watched her for a moment and reached out to gently push her hair away from her face. Kubo helps her to the rice and tea mat. Kubo serves his mother rice, even blowing on it to cool it for her. A bit of rice falls onto her chin and Kubo uses his chopsticks to gently put the grains of rice back into her mouth. Kubo walked up to her mother and she knelt on the mat in the shadow of the cave entrance.
Kubo sat beside her. (performed 00:04:10 - 00:04:45).
Thirdly, the next day, when Kubo meet the sisters, Kubo backed away in fear and could not run anymore. His mother appeared behind him and Kubo turned his head to see his mother standing over him. She gave him a shamisen and hit the beetle emblem on the back of Kubo's robe, causing two beetle flapping wings to magically appear from the folds of the robe. The wings pumped rapidly, lifting
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Kubo into the air. Kubo gripped his mother, accidentally tearing off some of her hair as she ascended into the sky (performed 00:25:03 - 00:25:52).
The last data is when Kubo and Monkey were in the cavem when they had reached the end of their conversation. Monkey tolf Kubo go to sleep immediately and after that Monkey sat in front of the campfire not sleeping and guarding Kubo all night. Monkey looked at Kubo who fell asleep with great affection and responsibility (performed 00:31:43 – 00:32:05).
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CHAPTER V
CLOSING
In this chapter, the researcher is going to explain a conclusion of moral values that are shown in “Kubo and the Two Strings” movie.
A. Conclusions
After analyzing the moral value of “Kubo and the Two Strings” Movie,
the researcher would like to write the conclusion as follows:
1. Moral values in this movie: respect, responsibility, honesty, fairness,
tolerance, prudence, self-discipline, helpfulness, compassion,
cooperation, courage, and democratic.
2. The most dominant moral value in this movie is responsibility.
B. Suggestion
At the end of the research, the researcher would like to give some
suggestions as follow:
First, for moviegoers, watching a movie is interesting and has many
functions. This is not only a medium of entertainment, but we can get a lot
of massage from it. Because in this movie the researcher wants to convey
something useful and valuable and can be a guide for children's attitudes.
Watching movies can provide inspiration, morals, education, and
motivation for us. Researchers hope that moviegoers can see the positive
side and practice it in their life.
Second, for the readers, by reading this thesis, the readers can gain knowledge about moral values in a movie. The moral is very important for humans in society. With the movie, we can easily capture moral values.
Finally, for the next researcher, doing research on literary works are very useful. For example, analyzing moral values or educational values in a novel or other literary works
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