CULTURAL IMPERIALISM in MOVIE “AFRICA UNITED” a Thesis

CULTURAL IMPERIALISM IN MOVIE “AFRICA UNITED”

A Thesis

Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Humaniora in English and Literature Department of the Faculty of Adab and Humanities of UIN Alauddin Makassar

IRSAN NUR 40300112036

ENGLISH AND LITERATURE DEPARTMENT ADAB AND HUMANITIES FACULTY ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR 2017

ii iii

iv v

ACKNOWLEDGMENT

Alhamdulillahi rabbil‟alamin, the researcher praises to Allah Swt for His blessing, love, opportunity, health, and mercy, thus the researcher can complete this thesis. Next, Shalawat is addressed to the Great Prophet Muhammad SAW, for His model and guidance in the life. The researcher realizes that there are many people who give support, prayer and encouragement sincerely to help the researcher completing this thesis. Therefore, the researcher would like to thanks and highest appreciation to all of them.

Firstly, the grateful is addressed to the rector of Islamic States University of

Alauddin Makassar, Prof. Dr. Musafir Pabbabari, M.Si, Dean of Adab and

Humanities Faculty Dr. H. Barsihannor, M.Ag, Vice Deans of Adab and Humanities

Faculty Dr. Abd Rahman. R, M.Ag, Dr. Hj. Syamzan Syukur, M.Ag, and Dr.

Abd.Muin, M. Hum and also all the staffs for their advices and helps during the period of times the researcher study in university, especially in Adab and Humanities

Faculty.

Secondly, the researcher„s gratitude due to the Head and Secretary of English and Literature Department, H. Muh. Nur Akbar Rasyid, M.Pd., M.Ed., Ph.D and

Syahruni Junaid, S.S., M.Pd. for their suggestions, helps and supports administratively.

vii

Thirdly, the researcher‟s deepest gratitude is sent to his honorable supervisors, Hj. Nahdiyah, S.S., M.Pd. and Nasrum Marjuni.S.Pd, M.A., for their guidance, supports, helps, and advices and for giving their precious time during the process of researcher‟s research. Furthermore, the researcher would like to send his biggest thanks to her first examiner Syahruni Junaid, S.S., M.Pd. and her second examiner Faidah Yusuf, S.S, M.Pd. for their corrections, guidance, supports and advices.

Besides, the researcher gives special gratitude to his parents, Baharuddin and

Nutupati, and also his beloved brother and sister, Irhan and Nukmawati who have given their love, care, support, and prayer in every single time. Then thanks to all researcher‟s family that cannot be mentioned.

The greatest thanks to his lecturers and the staffs of Adab and Humanities

Faculty UIN Alauddin Makassar who have given their contribution in fulfilling the researcher‟s thesis preparation and administrative support. Then, my deepest thanks to his organization that researcher joined LSM NGC, HMI, Elliots Letter, and

Tarsius Traveler that have given him an invaluable knowledge about how to be the real students outside the campus.

Then, my deepest appreciation individually and collectively thanks to students of English and Literature Department academic year 2012. Specially, to his friends in Ag 1.2 for the uncountable precious memories during the researcher passed in university. Furthermore, thanks to dearest other friends of Ag 5.6 and Ag.3.4 that contributing supports, helps, ideas and suggestion during writing this thesis.

viii

TABLE OF CONTENTS

COVER ...... i PERNYATAAN KEASLIAN SKRIPSI ...... ii PENGESAHAN SKRIPSI ...... iii PERSETUJUAN PEMBIMBING ...... iv APPROVAL SHEET ...... v ACKNOWLEDGMENT ...... vi TABLE OF CONTENTS ...... ix ABSTRACT ...... xi CHAPTER I ...... 1 INTRODUCTION ...... 1 A. Background ...... 1 B. Research Questions ...... 3 C. Objective of the Research ...... 3 D. Significance of the Research...... 4 E. Scope of Research ...... 4 CHAPTER II REVIEW OF RELATED LITERATURE ...... 5 A. Previous Findings ...... 5 B. Pertinent Ideas ...... 6 1. Culture ...... 6 2. Imperialism ...... 7 3. Types of Imperialism ...... 8 4. Cultural imperialism theory ...... 9 5. The Nature of Movie ...... 19 6. The movie “Africa United” ...... 20 CHAPTER III ...... 22 METHODHOLOGY OF THE RESEARCH ...... 22

B. Design of the Research...... 22 C. Subject of the Research ...... 22 D. Instrument of the Research...... 23 E. Procedure of Collecting Data ...... 23 F. Technique of Data Analysis ...... 23 CHAPTER IV ...... 25 FINDINGS AND DISCUSSIONS ...... 25 CHAPTER V ...... 60 CONCLUSIONS AND SUGGESTIONS ...... 60 A. Conclusions ...... 60 B. Suggestions ...... 60 BIOGRAPHY ...... 64 APPENDIX ...... 65

ABSTRACT

Name : Irsan Nur Reg Number : 40300112036 Major : English and Literature Faculty : Adab and Humanity Title : Cultural Imperialism in Movie “Africa United” Supervisor I : Hj. Nahdiyah Supervisor II : Nasrum

This research was about cultural imperialism in movie “Africa United” which aimed to describe the causes of cultural imperialism and the influences of cultural imperialism to the children in movie “Africa United”. This research focused on Herbert Schiller‟s theory about cultural imperialism. Then, the data were analyzed using qualitative method. The researcher used note taking as the instrument to find out the valid data. The researcher found that the children got the cultural imperialism through the media. The findings showed that there were two kinds of media that showed in the movie, they were TV and Magazine. Then, there were three influences of cultural imperialism towards children in the movie, they are perception, expectation and audience goal. Therefore, the researcher concluded that Africa United movie showed the way children whom got cultural imperialism and the influences of cultural imperialism where the children were on the journey to World cup.

Keywords: Cultural Imperialism,Media , Influences.

CHAPTER I

INTRODUCTION

A. Background Culture is often considered the core concept in intercultural communication.

Although observation is a common research technique, little attention has been given to the effects of culture on observer judgment making. Relating to this, Gudykunst in

Nur (2014:9) says that intercultural communication studies often focus on how cultural groups differ from one another: Muslims differ from Cristians,

Japanesediffer from United Stated Americans, men differ from women, environtmentalistsdiffer from conservationists, pro-lifers differ from pro-choicers, old differ from youngand on are telling examples of this.

Xia (2009: 97) says that culture is a vague concept which includes extensive content such as sight, smell, sound, value, tradition, custom, behavior and the way of thinking. All the elements of this culture will ultimately aim to help a person to establish a social life. Therefore, it can be said that every community has a different culture because cultural elements in every society are definitely different. This due to the fact that sometimes a certain attitude in one culture is respectively acceptable, yet the others might be not.

Talking about culture, there are many terms that include on it such as cultural imperialism. In Cultural Imperialism and Satellite Television in Iran, cultural imperialism is the one way spread of a social system from the west across the globe, says Joula (2007:20), leading to the decline of local traditional values in favor of

western capitalist values. Although many formerly colonized countries have a freedom, their social systems remain heavily influenced by cultural, social, and economical facets of life in western countries. Hence, the writer concluded that cultural imperialism is the economical, technological and cultural hegemony of the industrialized nations which determines the direction of both economic and social progresses, defines cultural values, and standardizes the civilization and cultural environment throughout the world.

According to Schiller in Chris Barker‟s book (2004:38-40), western country controlled corporations dominate the global communications industries. It is pointed to the interlocking network that connects western television, defense subcontractors and the federal government. Schiller's case is that the mass media fit into the world capitalist system by providing ideological support for capitalism in general and transnational corporations in particular. That is why cultural imperialism is influenced by the mass media of western country.

Cultural imperialism can be found in a movie. According to Effendi (1986:

239), the movie is defined as a result of cultural and artistic expression tool. Movie as a mass communication is a combination of a variety of technology such as photography and sound recording, both art visual and theater, literature, art and architecture as well as musical art. In analyzing cultural imperialism, people can analyze it through the movie or film. In this research, the writer choose the movie because people today have reached an era in which movie has a crucial role in giving a new dimension to the possibility for interchange of ideas and information among

them. Its contents affect the people's socio economic life, politics, cultures, National systems and international relationships in different levels.

Based on the description above, movie is one of literary works which is capable of demonstrating the cultural imperialism. Africa united is one of the best film because of the successful narrating clearly the effect of cultural imperialism in

Africa, especially to the children. The movie has gotten two awards in Stockholm

Film Festival and Sao Paulo International Film Festival. Africa united narrated the story of Rwanda, one of the Countries in Africa. The society, the children in that country particularly becomes victim of cultural imperialism via media and technology. That was why the researcher is passionate about analyzing cultural imperialism in movie “Africa United”.

B. Research Questions

The researcher analyzed the cultural imperialism by Africa United movie.

Thus, the researcher formulated the research questions as follows:

1. What are the influences of cultural imperialism to the people which is described in movie “Africa United”?

2. What are the causes of cultural imperialism which is described in movie “Africa

United”?

C. Objective of the Research

Relating to the research questions, the objectives of this research are specified as follow:

1. To find out the influences of cultural imperialism to the people which is

described in movie “Africa United”.

2. To find out the causes of cultural imperialism which is described in movie

“Africa United”.

D. Significance of the Research.

Theoretically, the researcher expects that it can give contribution in understanding the imperialism especially of cultural imperialism in a movie.

Furthermore, the researcher also expects that this research will be one of the great resources to other researchers who are interested in studying about imperialism.

Practically, the results of this research will be useful for the students of

English and Literature Department in studying imperialism especially in the study of cultural imperialism in a movie. Besides, this research can give understand to readers about the causes and the influences of cultural imperialism.

E. Scope of Research In this research, the researcher focused on analysing the causes and the influences of cultural imperialism in movie “Africa United” by using Herbert

Schiller‟s theory (1976).

CHAPTER II REVIEW OF RELATED LITERATURE

This chapter presents previous findings, and some pertinent ideas.

A. Previous Findings There are some previous researchers about cultural imperialism which have been conducted by the previous researchers, as follows:

Siregar (2008) in her thesis,“Imperialisme Budaya Dalam Komik Jepang

(Analisis Wacana tentang Bentuk Imperialisme Budaya dalam Komik Jepang.” The objectives of her research are to find out the illustration about the content of this

Japanese comic related to the cultural imperialism, especially the formation of

Japanese heroism criterion and to find out how the implication of the cultural imperialism in Japanese comics. She has found that generally Japanese comic presents the characters of Japanese hero. The illustration of the Japanese character‟s strength not only focuses on physical but also on personal life and the problems faced by the characters in the comic, making the readers closer to the characters in the comic. With the technique, the readers are invited to be part of the comic and then makes the readers admire the characters and make them as a hero in their life.

Astuti, (2012) In her thesis, “Imperialisme Budaya Industri Dunia Hiburan

Korea Di Jakarta : Studi Terhadap Remaja-Remaja di Jakarta yang Menggemari

Musik Pop Korea.” The objective of her research is to describe Korean cultural imperialism occurred in Indonesia and hit the style of living of teenagers in Jakarta, especially the influence of K-Pop music. She has found that cultural imperialism of

the Korean Pop Music (K-Pop) causes the teenagers of Jakarta do not realize that K-

Pop has become their requirement to consume every new K-Pop product, creating a new capitalism. Consequently, cultural imperialism as domination is regarded as the outcome of a set of economic and cultural processes implicated in the reproduction of global capitalism.

From the two previous findings above, those researchers have a similarity and a difference from this research. The similarity is the subject which is about cultural imperialism study while the difference is placed in the object, meaning the researcher focused on neither on comic nor music yet, the researcher focused on movie. It analyzed by using cultural imperialism theory which is influenced by mass media, introduced by Herbert Schiller (1976).

B. Pertinent Ideas 1. Culture The term culture originated from the Latin word ‟cultura‟ that stems from the verb „colere‟ meaning to cultivate. In the eighteen century the meaning of culture was linked to agriculture. Culture is related to the whole ways of life and rules appeared in society‟s life, but culture also can be defined as “membership in a discourse community that shares a common social space and history, and common imagining” (Kramsch in Vatmaningrum 2013: 16)

Culture is made up from a variety of elements that surround the life of a society, including language, art, knowledge, beliefs, moral, laws, customs, and others

.Culture is an integral part of human beings so long as humans grow and get along in society, automatically culturally accepted and implemented. Beside that culture is an

integrated system of learned behavior patterns that are characteristic of the members of any given society (Kohl in Nur2014: 10).

There is no society without culture because culture gives many influences to everything, including the human developments and environments. Without culture, human will have the misbehavior of thinking and doing like animal, so there is nobody will survive and left alive out of the culture circle. Therefore, there is close relationship between human and culture.

Based on explanation above, the researcher concludes that culture is habits that grow up around in one society and give it different characteristic in each area.

2. Imperialism

Imperialism is the domination by one country of political, economic or cultural life of another country or region. According to Morrissey (2014: 17), imperialism can be defined as a system of power, political economic ascendancy and cultural subordination, envisioned from the center of expanding nation-states and differentially operationalized in colonized spaces throughout the world. According to

Schumpeter (1918:1), imperialism is the object-less disposition of a state to expansion by force without assigned limits.

Based on the explanations above, the writer concludes that imperialism means the building of an empire or the domination by a stronger nation to the weaker nations.

3. Types of Imperialism

Lee (2004) in her journal “The Difference between Cultural, Political and

Economic Imperialism”, she found that there are 3 types of the imperialism:

a) Political imperialism: The process through which a dominant country

establishes political control called a sphere of influence over a poor country is

political imperialism. Colonial expansion is one type, as is the establishment

of puppet governments. Both the United States and Soviet Union used puppet

governments during the Cold War. The intrastate wars that took place in

Latin America during this period are now understood as proxy wars in which

both countries tried to install sympathetic leadership via behind the scenes

financial support and military training.

b) Economical imperialism: Economic imperialism coined by political theorist

Leonard Woolf refers to the way in which dominant powers establish

economic power over developing countries. During colonial expansion, this

meant exploiting forced labor and pillaging local resources to enrich the

dominant countries. Left-leaning social scientists sometimes refer to the

World Bank and International Monetary Fund as bodies that exert the West's

economic domination over poor countries. They argue that this happens

through structural adjustment programs that impose harsh austerity programs

on sovereign states to force loan repayment.

c) Cultural imperialism: Cultural imperialism denotes how a dominant group's

cultural practices come to dominate the cultural landscape of a subjugated

population. In contemporary life, cultural imperialism can refer to the

dominance of American or European popular culture in poor countries. One

example is when American music dominates the charts in a developing

society. When European art is idealized as fine art while African art is

derided as "local craftsmanship," this suggests cultural imperialism. The term

can also refer to the spread of Christianity from the colonial period until

today.

4. Cultural imperialism theory

The theory of cultural imperialism, particularly as developed by Schiller, dominated thinking about international communication during the 1970s and early

1980s. Schiller's analysis of cultural imperialism became at once more explicit and more closely tied to a series of organized efforts to challenge the existing imperial system and the information communication apparatus supporting it. Herbert Schiller published his most influential monograph, the Communication and Cultural

Domination (1976), in which he offered his outline of cultural imperialism as a model of the “basic relationships that structure power domestically and internationally”.

`According to Schiller in Joula (2007:20), the term of cultural imperialism is the sum of process by which a society is brought into the modern world system and the manner in which its dominating structure is attracted, pressured, and forced into

shaping social institutions to correspond to, or even to promote the values and structures of the dominant Centre of the system.

Schiller in Cultural Imperialism and Satellite Television in Iran by Joula

(2007), said that American cultural exports for representing an imperialistic institutional policy to subjugate the world. In his analysis of the mass media in the U.

S., Schiller argues that the major engine of American media‟s dominant position is a product of its military industrial complex. Schiller asserts that the U. S. mass media has served to present American control of the world communications system, for example by creating a global consumer society and promoting the concept of good life at home and abroad.

Schiller in Joula (2007: 21) compared the western control of media systems to economic measures of domination control of capital and markets and of the infrastructure of international finance. He explained that those who control a nation's media control the minds of that nation's citizens because the media represents, expands, and creates social reality. Media content influences audience goals, perceptions, and expectations in life.

As mentioned by Schiller that there are three influences of the media content as the cultural imperialism, they are:

1. Goal

Simply stated by Robert Kuyosaki (2013: 26) that a goal is something you plan to achieve. Maybe your goal is to buy one investment property in a twelve- month period. Or maybe you want to earn $5,000 per month in income within two years. Whatever goal you set, make sure it is something you plan to achieve. Nothing is more valueless than a goal that sits on a shelf and never receives any action. On the other hand, Rigolosi (2005:28), said that goals are “hoped for” rewards, incentives and external desires. Goals are outside and individual, they are what are wishes to attain.

According to Locke in Setyowati (2016: 10), goal is an object or the purpose of an action that achieved by the individual. Locke and Latham in Setyowati (2016:

10) define a goal as the purpose of an action or task that is a conscious desire of individuals to achieve and acquire. Goal is also defined as a motivational reasons and individual goals (Aarts, Gollwitzer and Hassin in Setyawati, 2016). So I conclude that goal is a desired result or possible outcome that a person or a system envisions, plans and commits to achieve. Many people endeavor to reach goals within a finite time by setting deadlines.

2. Perception

boosted on information received through the five senses. However, Heriyanto in

Anuraga (2009: 21) stated that there are two types of influence in perception. Those are the influence of structural and the influence of functional. The influence of structural in perception comes from the physical aspects of arousal exposed to mass media audience. The mass media contents, bad or good, will be conveyed to the public audience of the mass media as a message received by the brain. Then, the message will be a perception. Whereas, the influence of functional is the psychological factors that affect perception and because of that, it brought the subjectivity into the assessment process. Based on the ideas, I concluded that

Perception is an active process to absorb, manage, and interpret experiences selectively. Perception affects intercultural communication for the individual perception essentially that shaped by the previous experience and then the knowledge that gained will be used to give meaning about the facts, events and indication.

3. Expectation

Everyday human learning from experience and knowledge. The experience and knowledge can be form as an expectation. As identified by RL. Kahn & NC

Morce in Zandra (2012: 35) that expectation which is the probability that the act will obtain the goal.

When creating expectation, it creates a personal behavior or alter a person's behavior. At the time of designation on a behavior or certain characteristics, there will be an action on that behavior. When expectation is insatiable, there will be a

fury, dislikeness, shock or dissatisfaction appear in human life. Human‟s behavior must have destination (goal directed behavior). Furthermore, the purpose is one of the desirability. If a person thinks "could reach the goal" that it is called expectation.

Conversely, if we think that we can not achieve it, then we are losing hope or expectation. Based on the ideas above, I concluded that expectation is the feeling that good things are going to happen in the future and the main factor of every people‟s attainment.

According to Schiller in Joula (2007: 21), cultural imperialism can be attributed to three main causes as follows:

1.) The current domination of the world market by the western.

The features of the market are determined by the core power, for the

benefit of the core power and its allies, who maintain that the rest of the

countries in the world must conform to the dictates of a country whose

needs, are much different than their own. Schiller calls this the one

dimensional flow of information (Joula, 2007: 21).

2.) The existence of the class structures within nations.

From the sociological perspective, the class structure as the basis of

social inequalities is, and has been the key to analysing the social

structure. By social classes we mean groups which control social

resources that are important for the functioning of the capital market, the

labour market and the consumption market and they control them in various aspects and to a differing extent. The control over means of production and services through ownership, the control of labour processes through managerial and occupational qualifications, as well as the presence of financial resources which can be used to acquire the required goods are important criteria of class subdivisions. In any event, ownership relations, control over labour and dominance over consumption are the ground where social classes evolve, and within this process individuals feel that they are separate entities and can acquire a social and cultural identification (Stomczynski, et all 2014: 2).

According to Marx (1943: 231), the class structure of the

capitalist mode of production is characterized by the conflict between

two main classes: the bourgeoisie, the capitalists who own the means

of production, and the much larger proletariat or working class who

must sell their own labour power. This is the fundamental economic

structure of work and property, a state of inequality that is normalized

and reproduced through cultural ideology. These also extend across

nations, placing some nations subordinate to others. From this, he

defines modern society as having three distinct classes:

a.) Capitalists, or bourgeoisie, own the means of

production and purchase the labor power of others.

b.) Workers, or proletariat, do not own any means of

production or the ability to purchase the labor power of others. Rather,

they sell their own labor power.

c.) A small, transitional class known as the petite bourgeoisie

own sufficient means of production but do not purchase labor power.

So class structure is an individual‟s position within nations

that determined by his or her role in the production process, and

argues that political and ideological consciousness is determined by

class position.

3.) The cultural products of a country are imbued with its values, norms,

and philosophies.

a. Values

According to Frey (1994: 19), Values can be defined as learned,

relatively enduring, emotionally charged, epistemologically grounded

and represented moral conceptualizations that assist us in making

judgements and in preparing us to act. In other words, the priorities we

set and the choices we make are significantly based upon the values we

hold. This usage of the concept is inclusive of the personal values of an

individual as well as the collective values of a community.

b. Norms

Stamper (2000: 1) stated that Norms exist in a community and

will govern how members behave, think, make judgements and

perceive the world. The shared norms are what defined a culture or

subculture. A subculture may be a team who know how to work

effectively together, and their norms include a solution to their

organisational problems. Norms can be represented in all kinds of

signs, whether in documents, oral communication or behaviour, in

order to preserve, to spread and to follow them. However, one

cannot always put hands conveniently on a norm, as one might grasp

a document that carries information through an organisation. A norm

is more like a field of force that makes the members of the

community tend to behave or think in a certain way. c. Philoshopy

A generally accepted definition of philosophy is historically

problematic. Thus, it has generated debates in each epoch within the

history of philosophy. This is not to say that philosophy has defied

being defined at all, rather the existing definitions are colored by

individual‟s ideological, cultural, intellectual, professional

affiliation, aim or objective of reflection, the world and personal

idiosyncrasy. John Dewey in Etta (2011: 163) conceives philosophy

as a social method, an organ for dealing with the social and moral

strife of our day. On the other way, J. H. Randall and J. Buchler in

Etta (2011:163) said that philosophy is a human and cultural

enterprise to be inquired into rather than a mere term to be defined.

Althusser in Syamsiatun and Wafiroh (2013: 16) mentioned that

similar to the philosophical understanding that etymologically bases

his ideas on Filos (love) and sophia (wisdom), as well as ethics as

part of philosophy itself. Manifestations of ideas in the realm of

reality that manifests itself in the governance of rules about what is

good and bad, to be standardized in accordance with the paradigm

and ideology, worldview, or the prevailing consensus. So,

philoshopy is love of wisdom or knowledge which deals with

ultimate reality, or with the most general causes and principles of

things.

This serves to bombard the world, whose cultural information flow is dominated by western products, with capitalist ideas. The constant repetition and continuous consumption of western media reinforces capitalist ideologies and aids multinational corporations in securing worldwide markets and unimpeded profitability and domination of every cultural space that separates them from total control of their global or national environment.

In Schiller's eyes, the rising popularity of television was responsible for much of this cultural assimilation. Communication technology, marketing, and techniques of persuasion, manipulation, and cultural penetration combine to further

western goals of domination. Due to cultural domination, third world nations are forced to conform to the status quo, to accept the one dimensional flow of information, and adopt the customs of the West. Media perpetuates this relationship because it defines social reality; it is the teacher from which third world countries learn to assimilate.

Faced with the rising popularity of the concept of globalization, Schiller updated his cultural imperialism thesis in `Not Yet the Post-Imperialist Era', explaining that while most of the theory remains the same, the center of power has shifted and national powers have a less important position than transnational corporations. Western, particularly American, production of cultural products was still seen as serving to eradicate local culture, but as time passed, the institutional power had shifted. While American influence was waning, transnational corporate cultural domination had maintained the imperialist cultural practices (Schiller, 1991:

120).

Another change Schiller notes is that television, once the prime means of cultural transmission, is now part of a package of cultural products. Maintaining that cultural imperialism still exists, Schiller refutes claims of cultural diversity, the emergence of a global community, and the concept of an active audience capable of mediating media messages. Schiller described imperialism as the state in which

Western media products dominate culturally (Joula, 2007: 22).

That is why the writer concludes that cultural imperialism is a purposeful project in which media networks become vehicles for the cultivation of a dominant western ideology in third world nations.

5. The Nature of Movie

Movie is one kind of entertainment which can be enjoyed by audiences, audio and visually. This kind of literary work gives not only entertain but also give information for the audiences. Most people spare their time watching movie to refresh their mind. Moreover, some movies adapt the story of true events, which full of messages about life. So, indirectly, people can learn how to be a wiser in their life.

Movie is a work consisting of literary aspects and staging aspects. Literary aspect of the movie is the form of scenarios. According to Rosary in Habo (2016: 2), movie is a medium of social communication that is formed from the merger of two senses, sight and hearing, , which has a theme of story that reveals many social realities that occur around the neighborhood where the film itself grows. There is more interesting in analyze the film when the theme in the film is contrary to existing reality of life. Movie has several genres, such as comedy, science, fiction, adventure, myth, action, etc.

Movie and literature are media that have certain elements to achieve the creator objectives of expression and appreciation. When the film is produced to fill the needs of society in entertainment field, literature experiences similar development also. Thus, there is relevance between literature and movie in

entertainment industry. According to Stone in Nikmah (2014:1), movie is complex text linguistic, structure, and visual codes which were arranged to produce the special meaning. If we compare movie and literature, movie is easiest to understand the meaning because it contains a series of photographic images that effects to the illusion of movement and action in real life. It is different from other literatures, such as novel or poetry that needs more analyze to understand the meaning that is hidden in their words.

6. The movie “Africa United”

Africa United is a 2010 British comedy-drama adventure movie directed by first-time UK movie director Deborah 'Debs' Gardner-Paterson and starring

Emmanuel Jal, Eriya Ndayambaje, Roger Nsengiyumva, Sanyu Joanita Kintu,

Sherrie Silver and Yves Dusenge. Africa United movie tells the extraordinary story of three Rwandan children and their bid to achieve their lifelong dream - to take part in the opening ceremony of the 2010 Football World Cup in Johannesburg.

On the way to the vital selection trial, disaster strikes when Fabrice, Dudu and Béatrice board the wrong bus and cross into the Congo, without papers, money or a believable story, they are escorted to a refugee camp. But with considerable ingenuity and sass (and a World Cup wall chart for a map), our pint-sized heroes escape the camp and set off through the endless horizons of Africa in pursuit of their dream, picking up along the way a 'dream team' of displaced kids, who help them negotiate a series of glorious, dangerous and hilarious adventures.

Through their 3000 mile journey, we encounter an Africa few people have ever seen; experience an epic adventure through seven countries; and feel the joy, laughter and hope that comes from making an incredible journey together.

CHAPTER III METHODHOLOGY OF THE RESEARCH

This chapter presents the research method and the procedures design to answer

the research question. The discussion covers: design of the research, subject of

the research, instrument of the research, procedure of collecting data and

technique of data analysis.

B. Design of the Research

This research used a descriptive qualitative method. According to Creswell in

Sugiyono (2014: 14) qualitative research method is a means for exploring and understanding the meaning of individuals or group ascribe to a social or human problem. Moreover, the descriptive qualitative method used because the aims of this research are to describe and to explain the cultural imperialism in movie “Africa

United”.

C. Subject of the Research

In this research, the researcher took the data from the content of Africa

United movie. Africa United movie is a 2010 British drama adventure film directed by first time UK director Deborah and starring Emmanuel Jal, Eriya Ndayambaje,

Roger Nsengiyumva, Sanyu Joanita Kintu, Sherrie Silver and Yves Dusenge. The duration of this movie is one hour, 20 minutes, 48 seconds. The film revolves around a group of Rwandan children who travel 3000 miles across Africa to get to the South

African World Cup. Furthermore, the researcher analyzed the cultural imperialism that described in the movie.

D. Instrument of the Research

The researcher used note taking as instrument on this research was to collect the data. Note taking is a method assembling data required by using note cards to write down the data findings from source of data (Ray in Syarifuddin, 2014:16). In order to find the data easily, the researcher made some notes to classify the important units or part of film that related to the problem and objective of the research.

E. Procedure of Collecting Data

In an effort to get an accurate data, the researcher collected the data by using three steps :

1. The researcher watched the Africa United movieand get the data needed.

2. The researcher identified dialogues which indicate cultural imperialism.

3. The researcher transcribed the data containing cultural imperialism in movie

“Africa United”.

F. Technique of Data Analysis In this section, the researcher included some following steps relating to formulated problems:

Firstly, the researcher saw some dialogues containing cultural imperialism.

Secondly, the researcher analyzed cultural imperialism which are found in Africa

United movie by using Herbert Schiller theory about cultural imperialism (1976).

Furthermore, the researcher described some conclusions and recheck them whether or not they are appropriated enough to answer the research questions.

CHAPTER IV FINDINGS AND DISCUSSIONS

This chapter provided findings and discussions. The researcher presented further information about cultural imperialism that was found in movie “Africa

United”.

The categorized data were based on Herbert Schiller theory (1976) about cultural imperialism. Furthermore, it discussed about the research questions above to find out the influences of cultural imperialism to the people and the causes of cultural imperialism that is described in movie “Africa United”.

A. Findings

This part presented the data analysis about the influences of cultural imperialism to the people and the causes of cultural imperialism that is described in movie “Africa United” based on Herbert Schiller theory (1976) about cultural imperialism. Based on the theory, the researcher found the influences and the causes of cultural imperialism that were formulated as follows:

1. The influences of cultural imperialism to the people

The researcher found some scenes that were related with the influences of cultural imperialism to the children in movie “Africa United” as follows:

a. Goal

Simply stated by Robert Kuyosaki (2013: 26) that a goal is something you plan to achieve. On the other hand, Rigolosi (2005:28), said that goals are “hoped for” rewards, incentives and external desires. Goals are outside and individual, they are what are wishes to attain. So I conclude that goal is a desired result or possible outcome that a person or a system envisions, plans and commits to achieve. Many people endeavor to reach goals within a finite time by setting deadlines.

Extract 1 (00:07:34)

Mother : Africa does not need dreams, it needs to wake up. And so do you. Fabrice : But, Ma. I have a real chance… Mother : Fabrice! You need to knock it down and start thinking about real life instead of all this football. You think David got to be a doctor in America by watching videos? Fabrice : I don’t want to be a doctor in America. I want to play football in Africa. Mother : Enough!

This scene told us when Fabrice was studying while watching football video. His mother came in and told him that he should start thinking about real life and suggested him to leave football. Fabrice replied that he does not want to be a doctor but he just want to play football in Africa. This extract showed the goal of

Fabrice to reach his dream to be a professional football player and join the Africa united team.

Extract 2 (00:53:23)

Dudu : hey, Celeste. You just earned the team a week‟s chicken. Nurse : the doctor will see you in turn to discuss your result. Dudukayenzi? Beatrice : I think I’ll be a doctor and marry a doctor. That way, we will always have medicine. Dudu : see? Same as last time. Nothing to worry about. Georgie, you‟re next. Bring me the papers when it‟s done. I‟ll collect the dough.

This scene showed when the children stopped in a clinic to do

HIV/AIDS test. They did it to get some money for the journey. Beatrice told Celeste that she will be a doctor and marry a doctor, so that they will always have medicine.

This extract showed the goal of Beatrice to be a doctor and marry a doctor.

Extract 3 (00:26:17)

Fabrice : Does anyone know where we‟re going? Dudu : We are going to the World cup. Where are you going? Fabrice : that‟s not what I asked.

This scene showed when the children lost in Burundi. They arrived at

Tanganyika Lake and have to wade the lake. Fabrice got hesitant about the journey.

Then, Dudu tried to remind him that they are on the way to join World cup in South

Africa. This extract appeared the goal of the children that they would be in South

Africa to participate in the World cup.

Extract 4 (00:30:26)

Fabrice : Hello, ma. Mother :Fabrice, you‟re OK? Fabrice : I‟m OK. Mother :Fabrice, what‟s going on? You went to a football trial? Fabrice: Yes. Mother : Why would you lie to me? You never go anywhere without telling me. Fabrice : I tried to. I want to be in this team. And I still have a chance to make it. Mother : What? Fabrice, where are you? What are you doing? Fabrice : We are going to the World cup.

This scene showed when they were on the ship to wade Tanganyika

Lake. Dudu was telling a story when Fabrice‟s mother called him up. Then, fabrice told his mother that he still have a chance to join Africa united team and that is why he decided to go to World cup. This extract showed Fabrice‟s goal that he went to

South Africa to join Africa united in the world cup.

Extract 5 (00:54:45)

Fabrice : If we ever get there, Dudu. It starts in a week. Celeste : and when we get there, I’ll write about this journey for Vogue magazine and tell them how we walked through Africa. Beatrice : George, what do you want to do? George : I don‟t know. Celeste : You will be a peacemaker. So we have a peacemaker, a doctor, a writer. Dudu, you will be the manager of a great football team and Fabrice will be your star player.

This scene appeared when they were on the way to World cup.

Celeste told them that she would be a writer and write about their journey to world cup for Vogue magazine. She said that George would be a peace maker, Beatrice

would be a doctor, Dudu would be a great manager and Fabrice as his star player.

This extract showed the goal of Celeste after arrived in South Africa.

b. Perception

According to Robbins in Sampitri (2011: 45), perception is the impression or point of view of someone about a particular object. A process to know and understand the others as an interpretation of sensory information, a meaning that boosted on information received through the five senses. Perception is an active process to absorb, manage, and interpret experiences selectively. Perception affects intercultural communication for the individual perception essentially that shaped by the previous experience and then the knowledge that gained will be used to give meaning about the facts, events and indication.

Extract 6 (00:14:28)

This scene showed Dudu, Fabrice and Beatrice were in the camp of refuge.

Dudu accused the volunteer that she must be infected by the flu of pig as what he saw on TV about the western people. This extract described the influence of cultural imperialism to people‟s perception when Dudu accused the volunteer that she was infected by flu of pig.

Extract 7 (00:04:10)

This scene showed when Fabrice and Dudu meet with FIFA agent Jean

Baptiste. Baptiste wanted to talk with Fabrice but Dudu interrupt him and told him that if he wanted to talk with Fabrice, he should tell Dudu because Dudu is his manager. The influence of cultural imperialism that described in this extract is when

Dudu told the FIFA agent that he is Fabrice‟s manager..

Extract 8 (00:27:17)

Beatrice : What‟s that? George : A hippo. Dudu : Hippos cause more deaths in Africa than wars.

Fabrice : That can‟t be. Dudu : It‟s true. It was on TV. They opened up a hippo and found a whole truck inside. A Mercedes!

The extract showed when the children were on a boat to wade Tanganyika

Lake. Beatrice asked them about hippo and Dudu answered that hippos caused more deaths in Africa than wars. He saw it on TV when they opened up a hippo and found a truck inside. Based on the conversation, TV has changed the perception of Dudu about hippo. This is one of the influences of cultural imperialism that described in the movie.

Extract 9 (00:27:31)

Beatrice : You promised a new story. Dudu : New story, coming soon. A long time ago, maybe a billion hundred years ago, before anyone got sick or had to do exams, God kept the people happy by giving them football, which is probably his best invention, apart from Thierry Henry.

This scene appeared Beatrice reminds Dudu to tell them about the new story.

Then, Dudu gave them a story about how God made the people happy by giving them football. This extract told us that Dudu has another perception about how God made the people happy.

Extract 10 (00:41:50)

George : leave! Dudu : hey, Georgie-porgie. That was a nice move in there. You saved our bacon. George : you don‟t need me. The money‟s gone.

Dudu : You need more than money to make a team, George. Look at Real Madrid. Then again, a little bit helps.

This scene showed after Dudu, Fabrice, George, Celeste and Beatrice were attacked by the civilians. George offered them to leave him alone because he has no money anymore, but Dudu said that to make a team, he needs more than money, for example Real Madrid. The teamwork is more important than money. The influence of cultural imperialism to the perception perception showed in this extract when

Dudu said that he needs more than money to make a team, such as Real Madrid.

Extract 11 (00:59:58)

Fabrice :heyy, I was thinking. If Adebayor was an animal, he’d be a giraffe and Rooney, a lion. Dudu : No. Rooney’s half tiger, half rhino. Fabrice : Maybe…Drogba is a lion. And Ronaldo a baboon? Dudu : Ronaldo is a peacock. Fabrice :yeahh.

This scene showed Dudu and Fabrice were talking in a zoo. Fabrice told

Dudu if Adebayor was an animal, he must be giraffe and Rooney was a lion. Dudu disagree and said that Rooney was half of tiger and rhino. The influence of cultural imperialism to the people perception that appeared in this extract is the children‟s perception towards the representative of the football players in animals.

Extract 12 (01:03:59)

Teacher : This is miraculously quick. Dudu : God moves faster than Thierry Henry. You should know sister. Beatrice : Goodies and God. Dudu : A deadly strike force.

This scene showed Beatrice and the teacher visited Dudu in the hospital.

Dudu got fever and the doctor said that his CD4 count was very low and he needs

ARVs. Dudu looks like has bounced and he said that “God moves faster than Thierry

Henry”. This sentence indicates the perception of Dudu about God.

c. Expectation

As mentioned by RL. Kahn & NC Morce in Zandra (2012: 35) that expectation which is the probability that the act will obtain the goal. Expectation is the feeling that good things are going to happen in the future and the main factor of every people‟s attainment.

Extract 13 (00:07:13)

Mother : Revising? Fabrice : Hmm, Geography. Mother : Of course, this is geography video and no doubt you can tell me the capital of Brazil? Fabrice : Rio? I was trying to work out how he does this thing. It could help me…get selected. Mother : selected for what? Fabrice : for this team, called Africa United. The team for the dream. Mother : Africa does not need dreams. It needs to wake up. And so do you.

This scene showed when Fabrice was watching football match while studying. His mother catched and suggested him to leave his dream. But Fabrice replayed that he wants to reach his dream and join Africe United team to participate in the world cup 2010. The situation that showed in this extract described the expectation of Fabrice. Because, he hopes that he will be selected to join Africa

United team.

Extract 14 (00:15:54)

Fabrice : How can you eat this? Beatrice : It‟s good. I‟ll have it. Dudu : Fabby. This is a small hitch up. You can still be in the team for the dream. Fabrice : The dream is over. Wake up.

This scene appeared when Fabrice, Dudu and Beatrice were eating in the camp of refuge. Fabrice did not want to eat the food. Dudu told him that it was small obstacle to reach their dream to join with Africa United team. Fabrice looks like hopeless but Dudu said that nothing is impossible just trust him as the manager. This extract showed the expectation of the children to join Africa United team.

Extract 15 (00:15:21)

Dudu : Fabrice, look. We’ll miss the trials in Rwanda, but we are already in Congo. If we keep going, presto bingo bongo, we’re into South Africa. It’s not that far. Fabrice : Don‟t be crazy, Dudu. South Africa is miles away. It‟s impossible. Dudu : Impossible is nothing.

This scene showed when Dudu and Fabrice looked the map of Africa. Dudu said that South Africa is not far. Just like a span of a hand. Then, Fabrice tried to explain that it is miles away. This extract appeared the expectation of Dudu about the distance of South Africa.

Extract 16 (00:15:51)

Fabrice : this is crazy. How will we travel, or eat, or cross borders? You know, my parents would kill me if they knew I was even thinking about this. Dudu : The next time your parents see you, you will be in the stadium doing your silky skills in front of Mr and Mrs Obama. They will be as proud as parrots. I’m telling you, Fabrice. Fabrice : No. I have exams. You wouldn‟t understand.

This scene told us when Dudu and Fabrice were in the camp of refuge.

Fabrice hesitate to do the journey because he was afraid of his parents. Dudu tried to make him sure about the Africa United journey and told him that his parents will be proud to see him doing his skills in front of Obama. This extract showed us the expectation of Dudu about Fabrice and Africa United team.

Extract 17 (00:09:47)

Passenger : What is this story? Beatrice : It is about a woman. She goes to a hospital and she gets a test for HIV. She is positive but she gets treatment. Passenger : That is good. Beatrice : When I am a doctor. I will find the cure.

This scene showed when Beatrice was reading a magazine about HIV-AIDS on the bus. The passenger next to her asked her about the book and she answered that she will be a doctor and find the medicine of HIV-AIDS. This extract showed

Beatrice‟s expectation after read the magazine.

Extract 18 (01:00:41)

Fabrice : Hey, Dudu. I didn‟t mean what I said earlier. I‟m sorry. I was just so annoyed about the money and the boots. Dudu : Hey, someday kids all over Africa will be wearing Fabrice fancy boots. Fabrice : You‟re the best manager in the world, Dudu.

This scene told us when Fabrice tried to apologize to Dudu for what he said earlier. Fabrice was annoyed about the money because Dudu was tricked by someone so that they have no money anymore. Then, Dudu said that one day Fabrice will be a famous football player and kids all over Africa will be wearing Fabrice fancy boots.

Extract 19 (01:05:37)

Fabrice : why didn‟t you tell me? Dudu : We had to concentrate on the game. Fabrice :Dudu! This isn‟t a game. It‟s about life and death. Dudu : It‟s much more important than that. Fabrice : I can‟t believe you never told me. Celeste : But he gets medicines here, yes? George : Yeah, but not for three days. And in three days. Dudu : We will be in the stadium. And the crowd will be roaring like a waterfall. Look, I can get goodies in South Africa.

This scene showed when George, Fabrice, Celeste and Beatrice were in the hospital to visit Dudu. Fabrice would cancel the journey to accompany Dudu in the hospital but Dudu rejected his plan and said that they would be in the stadium in three days and the crowd would be roaring like a waterfall. This extract appeared the impact of cultural imperialism to the children‟s expectation when Dudu said that they would be in the stadium in three days and the crowd would be roaring like waterfall.

2. The causes of cultural imperialism

The researcher found some scenes that were related with the causes of cultural imperialism in movie “Africa United” as follows:

a. The current domination of the world market by the western

The features of the market are determined by the core power, for the benefit of the core power and its allies, who maintain that the rest of the countries in the world must conform to the dictates of a country whose needs, are much different than their own. Schiller calls this the one dimensional flow of information (Joula, 2017:

21).

b. The existence of the class structures within nations

functioning of the capital market, the labour market and the consumption market and they control them in various aspects and to a differing extent. The control over means of production and services through ownership, the control of labour processes through managerial and occupational qualifications, as well as the presence of financial resources which can be used to acquire the required goods are important criteria of class subdivisions. In any event, ownership relations, control over labour and dominance over consumption are the ground where social classes evolve, and within this process individuals feel that they are separate entities and can acquire a social and cultural identification (Stomczynski, et all 2014: 2).

According to Marx (1943: 231), the class structure of the capitalist mode of production is characterized by the conflict between two main classes: the bourgeoisie, the capitalists who own the means of production, and the much larger proletariat or working class who must sell their own labour power. This is the fundamental economic structure of work and property, a state of inequality that is normalized and reproduced through cultural ideology. These also extend across nations, placing some nations subordinate to others. From this, he defines modern society as having three distinct classes:

a.) Capitalists, or bourgeoisie, own the means of production and purchase the labor power of others.

b.) Workers, or proletariat, do not own any means of production or the ability to purchase the labor power of others. Rather, they sell their own labor power.

c.) A small, transitional class known as the petite bourgeoisie own sufficient means of production but do not purchase labor power.

So class structure is an individual‟s position within nations that determined by his or her role in the production process, and argues that political and ideological consciousness is determined by class position.

Extract 20 (00:13:16)

Fabrice : We live in Ruhungeri. We meant to get the Kigali bus. Officer : And you drove into a country without through immigration? Fabrice : We did not know it was a crossing. Officer : Do you have any kind of ID? Dudu : I assist Nico’s TV Repairs in Ruhengeri and work for United Nations AIDS programmes. Do you use a condom, mama? You can have this one, if you like. It is extra strong for extra pleasure. Fabrice : Tell her about Jean. Dudu : He is been picked to do silky skills in front of all presidents. Him, Kagame, Clinton, Bono, Pele. At the world cup.

This scene showed when the people were in the immigration office. They were investigated by the officer but they have no ID. Then, Dudu gave the officer his

ID card that he works in Nico‟s TV repairs and UN AIDS programme. This extract indicates the class structure that causes the cultural imperialism in the movie.

c. The cultural products of a country are imbued with its values, norms, and philosophies.

This serves to bombard the world, whose cultural information flow is dominated by western products, with capitalist ideas. The constant repetition and

continuous consumption of western media reinforces capitalist ideologies and aids multinational corporations in securing worldwide markets and unimpeded profitability and domination of every cultural space that separates them from total control of their global or national environment.

1. Value

According to Frey (1994: 19), Values can be defined as learned, relatively enduring, emotionally charged, epistemologically grounded and represented moral conceptualizations that assist us in making judgements and in preparing us to act. In other words, the priorities we set and the choices we make are significantly based upon the values we hold. This usage of the concept is inclusive of the personal values of an individual as well as the collective values of a community.

Extract 21 (00:09:49))

Dudu : Hey, do you know that peanuts are Adebayor‟s favourite food? He is like a gazelle. Passenger 2 : Really? Dudu : He eats little almonds all through the day. That is why he is a good player. Passenger 2: Sure. You need some? Dudu : Thank you. This extract showed us when Dudu and Fabrice on the bus to South Africa.

They met with passenger who has a lot of peanut in his bag. Then, Dudu said to him that peanut is Adebayor‟s favourite food. The passenger offered them to get some peanut. Dudu told him that Adebayor always eats peanut all through day. That‟s why he is a good player. This scene showed the value as the cause of cultural imperialism.

Extract 22 (01:06:49)

Beatrice : I‟m not coming to South Africa. I am staying here. Dudu : Our Doctor has been given a place to study. Beatrice : I can start school today. Dudu : The sister says study’s free until college, and then there are skillarships. It’s big. Beatrice : I can be a Doctor one day.

This extract appeared when the children would continue the journey to South

Africa. Then, Beatrice decided to stay in the school to study and reach her dream to be a doctor. This scene showed the value that causes the cultural imperialism in the movie.

2. Norms

Stamper (2000: 1) stated that Norms exist in a community and will govern how members behave, think, make judgments and perceive the world. The shared norms are what defined a culture or subculture. A subculture may be a team who know how to work effectively together, and their norms include a solution to their organizational problems. Norms can be represented in all kinds of signs, whether in documents, oral communication or behavior, in order to preserve, to spread and to follow them. However, one cannot always put hands conveniently on a norm, as one might grasp a document that carries information through an organization. A norm is more like a field of force that makes the members of the community tend to behave or think in a certain way.

Extract 23 (00:03:44)

Fabrice : Hey Dudu, hey! Dudu : Why did not you carry on? Fabrice : Did not you see? I got the record. Dudu : Do you think Ronaldo would be satisfied with 502? Why only the record, yet you could smash it and mash it? Fabrice : You worse than my mother.

This extract showed when Dudu disappointed about Fabrice‟s record. He said that Fabrice must be better than Ronaldo and break the record. This scene appeared the norm that causes the cultural imperialism when Dudu said that Ronaldo would not be satisfied with Fabrice‟s record.

Extract 24 (00:04:13)

This scene showed when Fabrice and Dudu meet with FIFA agent Jean

Baptiste. Baptiste wanted to talk with Fabrice but Dudu interrupt him and told him that if he wanted to talk with Fabrice, he should tell Dudu because Dudu is his manager. The causes of cultural imperialism through the norm that described in this

extract is when Dudu told the FIFA agent that he is Fabrice‟s manager so that the agent should tell him about the plan.

3. Philosophy

A generally accepted definition of philosophy is historically problematic.

Thus, it has generated debates in each epoch within the history of philosophy. This is not to say that philosophy has defied being defined at all, rather the existing definitions are colored by individual‟s ideological, cultural, intellectual, professional affiliation, aim or objective of reflection, the world and personal idiosyncrasy. John

Dewey in Etta (2011: 163) conceives philosophy as a social method, an organ for dealing with the social and moral strife of our day. On the other way, J. H. Randall and J. Buchler in Etta (2011:163) said that philosophy is a human and cultural enterprise to be inquired into rather than a mere term to be defined. Althusser in

Syamsiatun and Wafiroh (2013: 16) mentioned that similar to the philosophical understanding that etymologically bases his ideas on Filos (love) and sophia

(wisdom), as well as ethics as part of philosophy itself. Manifestations of ideas in the realm of reality that manifests itself in the governance of rules about what is good and bad, to be standardized in accordance with the paradigm and ideology, worldview, or the prevailing consensus. So, philosophy is love of wisdom or knowledge which deals with ultimate reality, or with the most general causes and principles of things.

Extract 25 (00:01:14)

This picture showed when Dudu was explaining about the benefit of the condom to the football player in the world cup. He said to the children that condom keep them safe and makes them play better. This extract told us about how the philosophy causes the cultural imperialism which is described in Africa United movie.

Extract 26 (00:38:12) Beatrice : Now! Celeste : You see? Dudu : Nico would fix this box. Let me try. George : Mama, one beer, three sodas. Crook 1 : Spending the general‟s money on beer, brother? Let‟s get a soda for egg. Beer gives him a twitchy trigger. Brother, you recruit yourself a nice little army here. Dudu : We are not an army. We are a team.

This extract showed when Dudu and friends were catched by the crooks. One of the crook said that George has recruited his own army, then Dudu replayed that

they are not an army but a team. This scene told us about the philosophy of Dudu about their friends.

Extract 27 (00:41:48)

George : leave! Dudu : hey, Georgie-porgie. That was a nice move in there. You saved our bacon. George : you don‟t need me. The money‟s gone. Dudu : you need more than money to make a team, George. Look at Real Madrid. Then again, a little bit helps. Ding, ding, ding! I get my ten percent, remember? Fabrice : It is not ten percent, Dudu. Beatrice : Your nose is bleeding. Dudu : Come on.

This scene showed when they lost all of the money. George refused to join the team because based on his point of view, Dudu does not need him anymore because he has no money. Then, Dudu told him that he needs more than money to make a team, such as Real Madrid. So, the main point is about togetherness, not the money. This extract showed the philosophy of Dudu about the team that he wanted to build.

B. Discussion

This part, the researcher discussed the data analysis that had been found in

Movie “Africa United”. The researcher identified the influences and the causes of cultural imperialism that showed in Movie “Africa United” by using Herbert

Shiller‟s theory (1976) that explained about cultural imperialism. Then, the

influences of cultural imperialism to the children which is described in movie

“Africa United” consist of audience goal, perception and expectation in life.

1. The influences of cultural imperialism

Schiller described imperialism as the state in which Western media products dominate culturally. He explained that those who control a nation's media control the minds of that nation's citizens because the media represents, expands, and creates social reality. Media content influences audience goals, perceptions, and expectations in life.

a. Audience goals

According to Locke in Setyowati (2016: 10), goal is an object or the purpose of an action that achieved by the individual. Locke and Latham in Setyowati (2016:

A goal as a desired result or possible outcome that a person or a system envisions, plans and commits to achieve. It may be seen in extract 1 when Fabrice was studying while watching football video. His mother came in and told him that he should start thinking about real life and suggested him to leave football. Fabrice replied that he does not want to be a doctor but he just want to play football in

Africa. This extract showed the goal of Fabrice to reach his dream to be a

professional football player and join the Africa united team. Then, extract 2 showed when the children stopped in a clinic to do HIV/AIDS test. They did it to get some money for the journey. Beatrice told Celeste that she will be a doctor and marry a doctor, so that they will always have medicine. This extract showed the goal of

Beatrice to be a doctor and marry a doctor. Extract 3 showed when the children lost in Burundi. They arrived at Tanganyika Lake and have to wade the lake. Fabrice got hesitant about the journey. Then, Dudu tried to remind him that they are on the way to join World cup in South Africa. This extract appeared the goal of the children that they would be in South Africa to participate in the World cup. Next, extract 4 showed when they were on the ship to wade Tanganyika Lake. Dudu was telling a story when Fabrice‟s mother called him up. Then, fabrice told his mother that he still have a chance to join Africa united team and that is why he decided to go to World cup. This extract showed Fabrice‟s goal that he went to South Africa to join Africa united in the world cup and the last, extract 5 appeared when they were on the way to World cup. Celeste told them that she would be a writer and write about their journey to world cup for Vogue magazine. She said that George would be a peace maker, Beatrice would be a doctor, Dudu would be a great manager and Fabrice as his star player. This extract showed the goal of Celeste after arrived in South Africa.

These extracts showed the children‟s goals because of the media.

b. Perception

It may be seen in extract 6 when Dudu, Fabrice and Beatrice were in the camp of refuge. Dudu accused the volunteer that she must be infected by the flu of pig as what he saw on TV about the western people. This extract described the influence of cultural imperialism to the people‟s perception when Dudu accused the volunteer that she was infected by flu of pig. Extract 7 told us when Fabrice and

Dudu meet with FIFA agent Jean Baptiste. Baptiste wanted to talk with Fabrice but

Dudu interrupt him and told him that if he wanted to talk with Fabrice, he should tell

Dudu because Dudu is his manager. The influence of cultural imperialism that described in this extract is when Dudu told the FIFA agent that he is Fabrice‟s manager. Extract 8 showed when the children were on a boat to wade Tanganyika

Lake. Beatrice asked them about hippo and Dudu answered that hippos caused more deaths in Africa than wars. He saw it on TV when they opened up a hippo and found

a truck inside. Based on the conversation, TV has changed the perception of Dudu about hippo. This is one of the influences of cultural imperialism that described in the movie. Next, extract 9 appeared Beatrice reminds Dudu to tell them about the new story. Then, Dudu gave them a story about how God made the people happy by giving them football. This extract told us that Dudu has another perception about how God made the people happy. Extract 10 showed after Dudu, Fabrice, George,

Celeste and Beatrice were attacked by the civilians. George offered them to leave him alone because he has no money anymore, but Dudu said that to make a team, he needs more than money, for example Real Madrid. The teamwork is more important than money. The influence of cultural imperialism to the perception perception showed in this extract when Dudu said that he needs more than money to make a team, such as Real Madrid. Then, extract 11 showed Dudu and Fabrice were talking in a zoo. Fabrice told Dudu if Adebayor was an animal, he must be giraffe and

Rooney was a lion. Dudu disagree and said that Rooney was half of tiger and rhino.

The influence of cultural imperialism to the people perception that appeared in this extract is the children‟s perception towards the representative of the football players in animals and extracts 12 showed Beatrice and the teacher visited Dudu in the hospital. Dudu got fever and the doctor said that his CD4 count was very low and he needs ARVs. Dudu looks like has bounced and he said that “God moves faster than

Thierry Henry”. This sentence indicates the perception of Dudu about God. All of the extracts showed the children‟s perception because of the media.

c. Expectation

Everyday human learning from experience and knowledge. The experience and knowledge can be form as an expectation. As identified by RL. Kahn & NC

Morce in Zandra (2012: 35) that expectation which is the probability that the act will obtain the goal. When creating expectation, it creates a personal behavior or alter a person's behavior. At the time of designation on a behavior or certain characteristics, there will be an action on that behavior. When expectation is insatiable, there will be a fury, dislikeness, shock or dissatisfaction appear in human life. Human‟s behavior must have destination (goal directed behavior). Furthermore, the purpose is one of the desirability. If a person thinks "could reach the goal" that it is called expectation.

Conversely, if we think that we cannot achieve it, then we are losing hope or expectation. Expectation is the feeling that good things are going to happen in the future and the main factor of every people‟s attainment.

It may be identified in Extract 13 when Fabrice was watching football match while studying. His mother caught and suggested him to leave his dream. But Fabrice replayed that he wants to reach his dream and join Africe United team to participate in the world cup 2010. The situation that showed in this extract described the expectation of Fabrice. Because, he hopes that he will be selected to join Africa

United team. Then, Extract 14 appeared when Fabrice, Dudu and Beatrice were eating in the camp of refuge. Fabrice did not want to eat the food. Dudu told him that it was small obstacle to reach their dream to join with Africa United team. Fabrice

looks like hopeless but Dudu said that nothing is impossible just trust him as the manager. This extract showed the expectation of the children to join Africa United team. Extract 15 showed when Dudu and Fabrice looked the map of Africa. Dudu said that South Africa is not far. Just like a span of a hand. Then, Fabrice tried to explain that it is miles away. This extract appeared the expectation of Dudu about the distance of South Africa. Extract 16 told us when Dudu and Fabrice were in the camp of refuge. Fabrice hesitate to do the journey because he was afraid of his parents. Dudu tried to make him sure about the Africa United journey and told him that his parents will be proud to see him doing his skills in front of Obama. This extract showed us the expectation of Dudu about Fabrice and Africa United team.

Extract 17 showed when Beatrice was reading a magazine about HIV-AIDS on the bus. The passenger next to her asked her about the book and she answered that she will be a doctor and find the medicine of HIV-AIDS. This extract showed Beatrice‟s expectation after read the magazine. Extract 18 told us when Fabrice tried to apologize to Dudu for what he said earlier. Fabrice was annoyed about the money because Dudu was tricked by someone so that they have no money anymore. Then,

Dudu said that one day Fabrice will be a famous football player and kids all over

Africa will be wearing Fabrice fancy boots and Extract 19 showed when George,

Fabrice, Celeste and Beatrice were in the hospital to visit Dudu. Fabrice would cancel the journey to accompany Dudu in the hospital but Dudu rejected his plan and said that they would be in the stadium in three days and the crowd would be roaring like a waterfall. This extract appeared the impact of cultural imperialism to the

children‟s expectation when Dudu said that they would be in the stadium in three days and the crowd would be roaring like waterfall. These extracts showed the people‟s expectation because of the media.

2. The causes of cultural imperialism

The researcher found some scenes that were related with the causes of cultural imperialism in movie “Africa United” as follows:

a. The current domination of the world market by the western

The current domination of the world market by the western, particularly the United States. The features of the market are determined by the core power, for the benefit of the core power and its allies, who maintain that the rest of the countries in the world must conform to the dictates of a country whose needs, are much different than their own. Schiller calls this the one dimensional flow of information (Joula, 2017: 21).

b. The existence of the class structures within nations

From the sociological perspective, the class structure as the basis of social inequalities is, and has been the key to analyzing the social structure. By social classes we mean groups which control social resources that are important for the functioning of the capital market, the labor market and the consumption market and they control them in various aspects and to a differing extent. The control over means of production and services through ownership, the control of labor processes through

managerial and occupational qualifications, as well as the presence of financial resources which can be used to acquire the required goods are important criteria of class subdivisions. In any event, ownership relations, control over labor and dominance over consumption are the ground where social classes evolve, and within this process individuals feel that they are separate entities and can acquire a social and cultural identification (Stomczynski, et all 2014: 2).

According to Marx (1943: 231), the class structure of the capitalist mode of production is characterized by the conflict between two main classes: the bourgeoisie, the capitalists who own the means of production, and the much larger proletariat or working class who must sell their own labor power. This is the fundamental economic structure of work and property, a state of inequality that is normalized and reproduced through cultural ideology. These also extend across nations, placing some nations subordinate to others. From this, he defines modern society as having three distinct classes:

a.) Capitalists, or bourgeoisie, own the means of production and purchase the labor power of others.

b.) Workers, or proletariat, do not own any means of production or the ability to purchase the labor power of others. Rather, they sell their own labor power.

c.) A small, transitional class known as the petite bourgeoisie own sufficient means of production but do not purchase labor power.

It may be seen in Extract 20 when the people were in the immigration office.

They were investigated by the officer but they have no ID. Then, Dudu gave the officer his ID card that he works in Nico‟s TV repairs and UN AIDS programme.

This extract indicates the class structure that causes the cultural imperialism in the movie.

c. The cultural products of a country are imbued with its values, norms, and philosophies.

1. Value

According to Frey (1994: 19), Values can be defined as learned, relatively enduring, emotionally charged, epistemologically grounded and represented moral

conceptualizations that assist us in making judgments and in preparing us to act. In other words, the priorities we set and the choices we make are significantly based upon the values we hold. This usage of the concept is inclusive of the personal values of an individual as well as the collective values of a community.

It may be seen in extract 21 when Dudu and Fabrice on the bus to South

Africa. They met with passenger who has a lot of peanut in his bag. Then, Dudu said to him that peanut is Adebayor‟s favorite food. The passenger offered them to get some peanut. Dudu told him that Adebayor always eats peanut all through day.

That‟s why he is a good player. This scene showed the value as the cause of cultural imperialism. Then, extract 22 appeared when the children would continue the journey to South Africa. Then, Beatrice decided to stay in the school to study and reach her dream to be a doctor. This scene showed the value that causes the cultural imperialism in the movie.

2. Norms

Stamper (2000: 1) stated that Norms exist in a community and will govern how members behave, think, make judgments and perceive the world. The shared norms are what defined a culture or subculture. A subculture may be a team who know how to work effectively together, and their norms include a solution to their organisational problems. Norms can be represented in all kinds of signs, whether in documents, oral communication or behaviour, in order to preserve, to spread and to follow them. However, one cannot always put hands conveniently on a norm, as one

might grasp a document that carries information through an organization. A norm is more like a field of force that makes the members of the community tend to behave or think in a certain way.

It showed in extract 23 when Dudu disappointed about Fabrice‟s record. He said that Fabrice must be better than Ronaldo and break the record. This scene appeared the norm that causes the cultural imperialism when Dudu said that Ronaldo would not be satisfied with Fabrice‟s record. In the flip side, extract 24 showed when Fabrice and Dudu meet with FIFA agent Jean Baptiste. Baptiste wanted to talk with Fabrice but Dudu interrupt him and told him that if he wanted to talk with

Fabrice, he should tell Dudu because Dudu is his manager. The causes of cultural imperialism through the norm that described in this extract is when Dudu told the

FIFA agent that he is Fabrice‟s manager so that the agent should tell him about the plan.

3. Philosophy

A generally accepted definition of philosophy is historically problematic.

Dewey in Etta (2011: 163) conceives philosophy as a social method, an organ for dealing with the social and moral strife of our day. On the other way, J. H. Randall

and J. Buchler in Etta (2011:163) said that philosophy is a human and cultural enterprise to be inquired into rather than a mere term to be defined. Althusser in

Syamsiatun and Wafiroh (2013: 16) mentioned that similar to the philosophical understanding that etymologically bases his ideas on Filos (love) and sophia

It may be seen in extract 25 when Dudu was explaining about the benefit of the condom to the football player in the world cup. He said to the children that condom keep them safe and makes them play better. This extract told us about how the philosophy causes the cultural imperialism which is described in Africa United movie. And also, in extract 26 when Dudu and friends were caught by the crooks.

One of the crook said that George has recruited his own army, then Dudu replayed that they are not an army but a team. This scene told us about the philosophy of

Dudu about their friends. The last, in extract 27 showed when they lost all of the money. George refused to join the team because based on his point of view, Dudu does not need him anymore because he has no money. Then, Dudu told him that he needs more than money to make a team, such as Real Madrid. So, the main point is

about togetherness, not the money. This extract showed the philosophy of Dudu about the team that he wanted to build.

Based on the data above, the researcher concludes that there are three influences of cultural imperialism that showed in movie “Africa United” such as goal, perception and expectation in life. Then, there are three causes of cultural imperialism. They are the current domination of the world market by the western, the existence of the class structure within nations and the cultural products of a country are imbued with its values, norms, and philosophies.

Then, from the two previous findings, the researcher compared that it has similarity and difference with this research. The similarity with Siregar and Astuti‟s research is the subject which is about cultural imperialism study, while the difference is placed in the object. It means that the researcher focused on analyzing cultural imperialism in movie and found that cultural imperialism was influenced by the media that described in movie “Africa United”. It is different from the previous researchers such as Siregar and Astuti. Siregar focused on analyzing cultural imperialism in Japanese comic and found that generally Japanese comic presents the characters of Japanese hero to invite the readers to be part of the comic, and then makes them admire those characters and make them as a hero in their life. Whereas,

Astuti focused on analyzing cultural imperialism in music, especially Korean pop music (K-POP). She found that cultural imperialism as domination is regarded as the

outcome of a set of economic and cultural processed implicated in the reproduction of global capitalism.

CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter delivers conclusions and suggestions based on findings of cultural imperialism analysis in movie “Africa United” by using Herbert Schiller‟s theory about cultural imperialism. The researcher provides some conclusions and suggestions to the readers.

A. Conclusions The explanation of the previous chapter, it can be concluded that the movie of

Africa United shows three influences of cultural imperialism to the audience based on Herbert Schiller‟s theory. Those are goal, perception and expectation in life.

Besides, the researcher found that there are three causes of cultural imperialism to the people in movie “Africa United”, they are the current domination of the world market by western, and the existence of the class structure within nations and the cultural product are imbued with its values, norms and philosophy.

B. Suggestions Based on the conclusions above, the researcher suggested to: 36 1. The researcher suggested for the next researcher who will make the similar

research about cultural imperialism can use the others topics to be analyzed.

2. The researcher recommended that the readers can analyze the other types of

literary work also to be analyzed and related to the others aspects. For

example, analysis of cultural imperialism in daily activity or comparing of

cultural imperialism impact in film, music or novel, etc.

3. The researcher hoped that through this thesis, the reader is able to know more

about cultural imperialism like shown in literary work such as novel, drama,

prose, poetry, etc.

BIBLIOGRAPHY

Anuraga, Jatya. 2009. Persepsi Masyarakat Tentang Pengaruh Media Terhadap Tingkat Kejahatan Di Kotamadya Jogjakarta Dan Upaya Regulasi Hukum Pidana Untuk Mengendalikannya. UIM Jogjakarta.

Barker, John. 2004. The SAGE Dictionary of Cultural Studies. London. SAGE publications Ltd.

Effendy, Onong Uchjana. 1986. Televisi Siaran, Teori dan Praktek. Bandung : Alumni.

Etta, Emanuel et all. 2011. An Inquiry Ino the Place of Culture in Philosophy. American Journal of Social Issues & Humanities.

Frey, Rodney. 1994. Eye Juggling: Seeing the World Through a Looking Glass and a Glass Pane (A workbook for clarifying and interpreting values). University Press of America: Lanham, New York, London.

Joula, Sara. 2007. Cultural imperialism and satellite television in Iran. UK : Loughborough University.

Kuyosaki, Robert (2013). How to make meaningful goals and resolutions. USA: Richdad.

Lee, Christina. 2004. The Difference Between Cultural, Political and Economic Imperialism. Academic journal.

Marx, Karlx & Engels, Friedrich. 1943. "Manifesto of the Communist Party". London : Selected Works, Volume 1.

Morrissey, John, at all. 2014. Historical Geography. National University of Ireland: SAGE Publications Ltd.

Nikmah, Hidayatun. 2014. The Representation of Heroine’s Myth By “Katniss” In Gunger Games Movie. State Islamic University Sunan Kalijaga.

Nur, Serliah. 2014. Cross Cultural Understanding. Makassar. Alauddin University Press.

Rigolosi, Elaine. 2005. Management and leadership in nursing and health care. USA : springer publishing company Inc.

Rosari. 2009. Pengertian Film. Retrived from : http://raachaan.multiply.com/2009/. (Article) accessed on October 15, 2016. Sampitri, Debby Eka. 2011. Pengaruh Terpaan Iklan Televisi Dan Persepsi Merek Terhadap Minat Beli (Studi Pada Produk Blackberry Di kalangan Mahasiswa FISIP UPN Yogyakarta). UPN Yogyakarta. Setyowati, Suci. 2016. Pengaruh specific goal setting pada performance. Universitas Sanata Dharma Yogyakarta. Syarifuddin, Riska. 2014. The Impact of Amnesia to London Lane life in Novel Forgotten. Alauddin State Islamic University of Makassar Schiller, Herbert. 1976: Communication and cultural domination. New York: international Arts and Science Press. Schumpeter, Joseph A, 1919. The sociology of imperialisms. Germany: Archiv für Sozialwissenschaft und Sozialpolitik. Siti Syamsiyatun and Nihayatul Wafiroh. 2013. Filsafat, Etika, dan Kearifan Lokal untuk Konstruksi Moral Kebangsaan. Geneva: Globethics.net. Stamper , Ronald et all. 2000. Understanding the Roles of Signs and Norms in Organisations. UK : Greenwich University.

Storey, 1994. New wave manufacturing strategies. UK : Sage Publications.

Słomczyński, Kazimiers et all. 2014. On the relationship between class structure and social stratification. Warsawa : Research Group on Comparative Analysis of Social Inequality, Institute of Philosophy and Sociology of the Polish Academy of Sciences. Sugiyono. 2014. Metodologi Penelitian Kombinasi. Bandung. Alfabeta. Vatmaningrum, Kartika. 2013. Culture Elements Found In Karate Kid (2010) Movie Script And Its Contribution For Teaching Cross Cultural Understanding. Semarang: IKIP PGRI Semarang.

Xia, Junzi. 2009. Analysis of Impact of Culture Shock on Individual Psychology.International Journal of Psychological Studie.Vol 1, No.2. China: Ningbo. http://dx.doi.org/10.5539/ijps.v1n2p97. Accessed on October 15, 2016. Zandra, Harry. 2012. Ekspektasi Peserta Audisi Indonesia Idol 2012 di Kota Bandung. UNIKOM.

BIOGRAPHY

Irsan Nur was born on December 31, 1991 in Selayar.

He is the youngest children from Baharuddin and Nutupati. He

has a brother and sister. He began his study at elementary

school SDN Lembangia and graduated in 2004. One year after

graduated at elementary school, he continued his study in junior

High school in SMPN 1 Bontosikuyu and graduated in 2008. Then, he continued his study in Senior High School in SMAN 1 Bontosikuyu and graduated in 2011. After finishing his study at school, He enrolled at Alauddin State Islamic University of

Makassar in 2012 and took English and Literature department (BSI) of Adab and

Humanities Faculty.

APPENDIX Script of Africa United Movie

Dudu : Hi, my name is Dudu. That means bug. I am going to demonstrate to you how to make a football in Africa. First of all you need the ingredients. Most important is you need a condom. It does not matter what kind. I get mine from the UN. But any kind will do except Blackjacks. Condoms can stop HIV/AIDS spread. If my mother and father had one, maybe then they would still be there. So please, be safe sexing. In football world, Didier Drogba says, football is better than sex. So make football, not war. This bit takes time. Let me tell you some of the famous people that wear condoms. First of all, all the players in the world cup will be wearing them. Rooney, Kaka, Henry, Drogba, Ronaldo and Messi. To keep them safe and make them play better. One world coming together. So just do it. All the presidents wear condoms. Nelson Mandela, Paul Kagame and president Obama. If president Obama wears one, then you can too. Remember kids, play safe and enjoy the game. You know it makes sense. So what do we do? Kids : Kick it!

(At the field)

Kids : 1,2,3,4,5,6,7,8,9….370! Friend : Someboby get Dudu.

(In the TV repair store)

Dudu : Hey, Nico. We have picture. Nico : Sure. Dudu : Welcome to the world cup. Where are you going? Child : Dudu, quick. He (Fabrice) is going to break the record. Dudu : (Run to field). Jean : Hey, kid! Watch out! Dudu : Hey, let me through. Fabrice : Hey Dudu, how are you? Dudu : 4,5,6,7,8,9, 490! 1…2,3,4,5,6,7,8,9, 500! Fabrice : Move. Dudu : Bad plan! 503! Why did you do that? Fabrice : Hey Dudu, hey! Dudu : Why did not you carry on? Fabrice : Did not you see? I got the record. Dudu : Do you think Ronaldo would be satisfied with 502? Why only the record, yet you could smash it and mash it? Fabrice : You worse than my mother.

Jean : Do you think you can do that again with a real football? Dudu : It is easier with a real football. Everyone knows that. Jean : Jean Baptiste. I am working with FIFA. Do you know FIFA? Dudu : You think we are monkeys? Jean : Beat it, kid. Am I talking to you? Dudu : You talk to him, you talk to me. I am his manager. Jean : Do you know of the the trial in Kigali Stadium tomorrow? Dudu : Sure. Jean : FIFA is looking for young African footballers to represent their countries at the opening ceremony of the world cup. And I tell you, you have a very, very good of being selected. The trial is tomorrow. National stadium in Kigali. When you get there, ask for Philippe Baku. If he sees these skills of yours, in one month you will be at the world cup. Dudu : (laughing) World cup. Jean : Do you need money for the bus? Dudu : Yeah, we do. Jean : Do not be late. I want you in the team for the dream. Africa United. Dudu and Fabrice : Wooowww! Fabrice : Fabrice, it is me. Fabrice, it is me! Dudu : We are all over the moon now! I cannot wait to tell Beatrice. Fabrice : Hey, I have something for B. I tried to get more but Anna was watching. Dudu : Hey, my ten percent. The tasty way to end your day. Fabrice : OK, boss.

(at Dudu‟s home)

Beatrice : Dear lord. Thank you for the day. Please help us get money for food, football and school. After that…books. Especially ones about diseases. Amien. Dudu : Hey, honey. I am home. Beatrice : Hey, Dudu. Dudu : Dinner time. Beatrice : Did you steal it? Dudu : No. Beatrice : Father Ambrose? Dudu : No. Beatrice : World vision? Dudu : Fabrice. Beatrice : He stole them for you? Dudu : From his parents. That is not stealing. That is sharing. Beatrice : It is only sharing if his parents know they are sharing. Dudu : Obama. “Yes, we can!”. Beatrice : From Mrs Kabera, the professor? Dudu : She is not the only smart one. I am smart too. Look at this.

Beatrice : Eh! For school! Dudu : Not this time, sister. This is for the journey. Beatrice : What journey? Dudu : Africa United.

(at Fabrice‟s home)

Mother : Fabrice? Fabrice : Oh, shit. Mother : Revising? Fabrice : Hmm, Geography. Mother : Of course, this is geography video and no doubt you can tell me the capital of Brazil? Fabrice : Rio? I was trying to work out how he does this thing. It could help me…get selected. Mother : selected for what? Fabrice : for this team, called Africa United. The team for the dream. Mother : Africa does not need dreams. It needs to wake up. And so do you. Fabrice : But, ma. I have a real chance… Mother : Fabrice! You need to knock it down and start thinking about real life instead of all this football. You think David got to be a doctor in America by watching videos? Fabrice : I do not want to be doctor in America. I want to play football in Africa. Mother : Enough! Anna, you can lay for two. Mr Kabera will not be here until the weekend. And I am also away tomorrow night. Have you seen the new time magazine? Fabrice : Brasiliia. It is Brasilia.

(at Dudu‟s home)

Beatrice : Dudu, have you taken you goodies? Dudu : Yeah. Story time? Beatrice : Yes, please. Dudu : A long time ago, maybe a thousand, hundred years ago, before anyone got sick or had to pay for school, there lived a football manager and his sister, the world famous doctor. B? B? Night. Sleep tight.

(at the bus station)

Fabrice : Dudu, are you ready? Dudu : Yeah, come on. Fabrice : Have we got tickets? Dudu : Ssstt…she is our ticket (point the old lady).

Fabrice : But we have money. Dudu : Trust the manager.

(on the bus)

Passenger 1 : What is this story? Beatrice : It is about a woman. She goes to hospital and she gets a test for HIV. And she is positive, but she gets treatment. Passenger 1 : That is good. Beatrice : When I am a doctor, I will find the cure. Dudu : Hey, do you know that peanuts are Adebayor‟s favourite food? He is like a gazelle. Passenger 2 : Really? Dudu : He eats little almonds all through the day. That is why he is a good player. Passenger 2 : Sure. You need some? Dudu : Thank you. Passenger 2 : Hey, what is in the case? Dudu : Manager stuff. You‟d better give me the card. I need to tell you the code in case anything happens to me. It is your new record. You remember it? 502 not 501. The new record. Fabrice : Yes. Passenger 2 : I will not breathe a word. Hey, wake up. Dudu : He wants to see the ticket. Let‟s go down. Look at the loser Dangabangas. Who needs tickets?

(at Kigali stadium)

Philippe : I have got one month to get this team together and I still do not have Chad or Liberia. Jean : This kid was special, Philippe. Philippe : They are all special, Jean. We have some good kids already, and it is getting late. Dudu : Hey, there it is. Let‟s go. Philippe : Was your kid better than this? Jean : A totally different class. Philippe : This kid showed up.

(in Congo)

Couch : Look up, you ostrich! Dudu : Keep your shape! Fabrice : Excuse me, uncle. Do you know the way to the National stadium?

Couch : The National stadium? It is in the capital , Kinhasa. About a thousand miles that way. Pass the ball, you clown! Dudu : Mark your man! Fabrice : You mean Kigali, right? Couch : Kigali? Kigali is in Rwanda. Hey, baboon! Fabrice : Then, where are we? Couch : You, my friends are in the Congo.

(at immigration office)

Officer : The wrong bus, you say? Fabrice : Yes, but we got on at… Officer : Ruhengeri, you say. Fabrice : We live in Ruhungeri. We meant to get the Kigali bus. Officer : And you drove into a country without through immigration? Fabrice : We did not know it was a crossing. Officer : Do you have any kind of ID? Dudu : I assist Nico‟s TV Repairs in Ruhengeri and work for United Nations AIDS programmes. Do you use a condom, mama? You can have this one, if you like. It is extra strong for extra pleasure. Fabrice : Tell her about Jean. Dudu : He is been picked to do silky skills in front of all presidents. Him, Kagame, Clinton, Bono, Pele. At the world cup.

(at the camp of refugee)

Fabrice : I am meant to be at this trial in Kigali at 2:00. Please, you must let us back. What are you going to do with us? Trust the manager, you said. Dudu : I thought the bus was for Kigali. Fabrice : You did not think to check? Dudu : Keep your hair up. I am working on a plan. I am going to you there. Fabrice : It is too late. The trial started four hours ago. Dudu : Leave the tactical to me. Volunteer : These…children came in today. The older one is like a deserter from the rebel groups. Not entirely sure about the other three yet. Probably just fleeing the attacks in Goma. Do I smell or something? Dudu : You might have the flu of pigs. Volunteer : I do not have swine flu. Dudu : This is an international emergency. There has been a big outbreak of mistakes. He is not used to these conditionings. He is used to plasma TV. We have to get back to Rwanda. Fabrice : How can you eat this? Beatrice : It is good. I will have it.

Dudu : Fabby, this is a small hitch up. You can still be in the team for the dream. Fabrice : The dream is over. Wake up. Dudu : He is upset. And as a manager, you have to know how to handle that. Right now. He cannot see the wood for the bees. Fabrice : Trees. Man alive! Dudu : Fabrice, look. We will miss the trials in Rwanda, but we are already in Congo. If we keep going, presto bingo bongo, we are into South Africa. It is not that far. Fabrice : Do not be crazy, Dudu. South Africa is miles away. It is impossible. Dudu : Impossible is nothing. Fabrice : No signal. Beatrice : Thanks for the food..and help Fabrice get to the world cup. Amin. Fabrice : This is crazy. How will we travel, or eat, or cross borders? My parents would kill me if they knew I was even thinking about this. Dudu : The next time your parents see you. You will be in the stadium doing your silky skills in front of Mr and Mrs Obama. They will be as proud as parrots. I am telling you, Fabrice. Fabrice : No. I have exams. You would not understand. George : Hey, I can get you across the first border. Then you are on your way. Beatrice : The nice Mzungu lady is going to help us. George : She has no power here, if you stay, you will never get out of the Congo. Dudu : What do you mean? George : Men are here to take anyone who looks healthy and strong. They will make you fight in the war. Fabrice : But we save here. George : You can sit here and wait to be taken, or you can come with me. Fabrice : I do not even know you. George : I am Foreman George. Let me show you something. Those are the men. They will find a way in here. We do not have much time. Fabrice : Why should we trust you? George : Look kid, if you want to see Rwanda or your mama and papa again, you have to trust me. Dudu : Come, quick, quick! Faster faster! George : Hurry up. Hurry up. Villains : Hey,, you. Stop! Get back here! Dudu : You need the lights. I salute your tactical, Foreman George. Take us to Soccer City, please, driver. Hey! This is a nice team bus. George : Road block. Say you are kids in transit to South Congo. Dudu and Beatrice : We are kids in transit. Fabrice : But you are taking us… George : just do it. Salut. Dudu and Beatrice : We are kids in transit. Security : Arsenal. Dudu : Yeah.

Security : Champions. Dudu : oh. Security : Seatbelts. Be safe. Fabrice : We should be at the border by now. You do not even know where you are going. Beatrice : What is that sound? Who are they? George : It is the men you saw at the camp. Dudu : what do they want? Beatrice : Maybe they want their jeep? George : It is not the jeep they want. Beatrice : Will they take us to the camp? George : Get down! Fabrice : Foreman George, faster! George : Have they stopped? Beatrice : They are stuck. Dudu : Oh, yes! Fabrice : We did it. Beatrice : What is that smell? Dudu : Too good. Too strong. What is that smoke? George : Oh, no! Dudu : Foreman George! What is wrong with the engine? Fabrice : George, fix it! George : I cannot see! Get off. Beatrice : Where is George? Fabrice : What are you doing? Beatrice : Be careful, Dudu. Dudu : George? George? George : Run. Get off the road. Run. Crook 1 : They have gone. Crook 2 : Foreman George, I know you can hear me, brother! The jungle is not big enough to hide you! Dudu : Ah, it is Kodak moment. George : We have to keep moving. Fabrice : How does he know your name? no, wait. Those men after him, not us. George : They are after all of us now. Dudu : Guys, did you see that boom? Beatrice : Yes, Dudu. Dudu : We would have been roasting and toasting like goats!

(In the jungle)

George : Let‟s go. Beatrice : Foreman George is not good. He took a bashing on his head. Dudu : Wow! Oh, I think no one has been here for a thousand years.

Beatrice : Dudu, look. Dudu : Ah, a king must have stayed here. Beatrice : I like this hotel. Dudu : After a long day being chased by rebels, relax with nuts. Fabrice : What is that smell? Dudu : I think Foreman George pooped in his sleep. Beatrice : Dudu, look at this. Dudu : Hey, he‟s got money. Fabrice : How much? Dudu : I don‟t know. A big amount. Beatrice : Enough to get to the world cup? Fabrice : You know why those man were chasing us? This is probably theirs. We can‟t have anything to do with this money, or him. We have to leave him. Beatrice : Those men will hurt him. Maybe it is his money and he is going to give it away. Fabrice : I don‟t think so, B. he‟s no good. We are not going any further with you. Beatrice : We did not take any. George : Shit. Dudu : Shit? George : Run! Fabrice : It is coming! Dudu : Did you see what it is? Fabrice : I don‟t know. But it‟s coming! Dudu : Beatrice , where are you? Beatrice : I‟m here. Dudu : I can‟t see you. Fabrice : Does anyone know where we are going? Dudu : To the world cup. Where are you going? Fabrice : That‟s not what I asked. Beatrice : I‟ve never seen the sea before. Dudu : Is that America? George : Burundi. This is Lake Tanganyika. Fabrice : Burundi? Dudu : They didn‟t qualify. They don‟t even have a team. George : Look, whatever you do, we have to get across this lake. I want to buy this boat. Beatrice : what‟s that? George : a hippo. Dudu : hippos cause more deaths in Africa than wars. Fabrice : that can‟t be. Dudu : it‟s true. It was on TV. They opened up a hippo and found a whole truck inside. A Mercedes!

(at the store)

Beatrice : Now! Celeste : You see? Dudu : Nico would fix this box. Let me try. George : Mama, one beer, three sodas. Crook 1 : Spending the general‟s money on beer, brother? Let‟s get a soda for egg. Beer gives him a twitchy trigger. Brother, you recruit yourself a nice little army here. Dudu : We are not an army. We are a team. Crook 1 : Nice teeth. Crook 2 : Goal! Crook 1 : Now, move it. Get in. now! Crook 2 : Inside. Move! Crook 1 : Taking that money was bad for me. The general was not pleased. If you want out, you have to go through me. I am the border you have to cross. I am the river you have to swim through. I am the mountain you have to climb. That is it. Fight me! You have got nothing. Crook 2 : What is in the case? Dudu : It is just condoms. Sex kills more people than guns. Crook 2 : hahahahah… George : Fabrice, the gun! Fabrice : Get back! And you! Crook 1 : Soft hands won‟t shoot. He has never seen a gun before. Ah, my leg! Fabrice : I am sorry…sorry. Celeste : Against the wall! You too! Beatrice : He needs a bandage. Celeste : Tie it. Take your money and go. Crook 1 : Polite kids, soft hands shoots, and then apologizes. The bitch wants to give the money the money back. What an example to Africa‟s children! Celeste : You got what you came for. Now leave us alone. Crook 1 : Hey, George. Have you told them about what you did to the village in Bakundo? That was when I knew you were a soldier, my brother. The little ones trapped, crying, “help me! Help me!” remember them, Foreman George? The rumble in the jungle. Muhammad Ali vs George Foreman. You caused a different kind of rumble, didn‟t you, George? Celeste : We will shoot you again. I mean it. George ? George : leave! Dudu : hey, Georgie-porgie. That was a nice move in there. You saved our bacon. George : you don‟t need me. The money‟s gone. Dudu : you need more than money to make a team, George. Look at Real Madrid. Then again, a little bit helps. Ding, ding, ding! I get my ten percent, remember? Fabrice : It is not ten percent, Dudu. Beatrice : Your nose is bleeding.

Dudu : Come on.

(on the ship)

Fabrice : You don‟t look like a sex worker. Celeste : You know what a sex worker looks like? My great grandfather was a king in Burundi. I have royal blood. Fabrice : So, why were you working in a bar like that? Celeste : My parents wanted me to mary a man I didn‟t want to marry. They neede the money and he was the only one in the village could pay the bride price. I ran away. Fabrice : What was the bride price? Celeste : Six cows. Fabrice : Six? Celeste : This was a bargain for me. Fabrice : But if you had royal blood, how come your parents were so poor? Celeste : In war, even a king can lose his wealth. Fabrice : Six cows. Beatrice : aaaawwww….I saw a rat. Fabrice : Are you okay? I‟ve never seen a real gun before yesterday. George : Don‟t feel bad. The first time I fired a gun, I shitted my pants. You did good, soldier. Fabrice : Not as good as you…when you kicked the gun like that. That man, he called you brother. George : Our mothers were sisters. Fabrice : Does your mother know where you are? George : She‟s dead. This is my father and my mother now. What about yours? Will she ever forgive you? Fabrice : I don‟t know. I didn‟t trust you before. George : Why should you? You heard what he said about me. Fabrice : It does not matter what he said. You are part of our team now. Maybe you could show me how to use it. Just in case? George : Never.

(In Zambia)

Fabrice : Hey, Dudu. Where is the next bus we are getting on? Dudu : Ah, no more money. We need to walk. Fabrice : What? Dudu : Walk. Come on. Beatrice : Dudu, I‟m hungry. Fabrice : Ten days till kick off. We are not going to make it in time. Celeste : How much do we have left, Dudu? Dudu : I will think of a plan.

Fabrice : What plan? Dudu : There is a thousand ways to skin a fish. George : Hey, dudu. Tell the story, what happens next? Dudu : OK, so, the kid and his sister were running away. George : No, that part already happened. He had to make a ball. Dudu : Ah! You are right. So, the first thing the kid had to get was rubber from super Congo rubber jungle tree.

(At the clinic)

Dudu : Guys, look. Stand up for your life. Fabrice : Hey, are you OK? Celeste : I‟m fine. Fabrice : It is better to know. Celeste : Not if it is positive. Fabrice : OK, but…if you don‟t find out, you will be worried about it. And if it is bad, we can get the medicines. Celeste : How can I pay for medicine? Fabrice : We are a team. We will work it out. You may just be worrying for nothing. Nurse : Next! Dudu : Hey, Celeste. You just earned the team a week‟s chicken. Nurse : The doctor will see you in turn to discuss your result. Dudu Kayenzi? Beatrice : I think I will be a doctor and marry a doctor. That way, we will always have medicine. Dudu : See? Same as last time. Nothing to worry about. Georgie, you are next. Bring me the papers when it is done. I will collect the dough.

(In a Zoo)

Fabrice : Hey, are you OK? Fabrice : Heyy, I was thinking. If Adebayor was an animal, he‟d be a giraffe and Rooney, a lion. Dudu : No. Rooney‟s half tiger, half rhino. Fabrice : Maybe…Drogba is a lion. And Ronaldo a baboon? Dudu : Ronaldo is a peacock. Fabrice : Yahh. (laughing). Hey, Dudu. I didn‟t mean what I said earlier, I‟m sorry. I was just so annoyed about the money. And the boots. Dudu : Hey, some day kids all over Africa will be wearing Fabrice fancy boots. Fabrice : You are the best manager in the world, Dudu. Dudu : Kodak… Fabrice : Moment….

(in the morning)

George : Fabrice, wake up. It‟s Dudu. Fabrice : Hey, Dudu? What is it, boss? Beatrice : He needs the hospital. Celeste : Please, we need to take him to a hospital. Quick. (stopped a car) Dudu : He is coming for me. It is OK. It is Kodak. Ten percent. Mama. You have to let me through.

(At the Hospital)

Beatrice : Lord, we have come a long way. Dudu is very sick, and I‟m really worried. We did some things we should not have. We took a jeep and some money. But we did give back the money. Well, most of it. Anyway, Dudu has run out of goodies and we need some more help. Please help him to feel better. And please help him get to the world cup. Amen.

(In the class)

Teacher : It is Beatrice, yes? One of the world cup walkers. Beatrice : We did not walk all the way. We got buses and a jeep, a truck and once a car pulled by cows. Can anyone come to this school? Teacher : Yes, possibly. Why? Would you like to? Beatrice : Could I?

(In the Hospital)

Dudu : Malaria boy -1, TB kid -0. Hey, sisters. Teacher : This is miraculously quick. Dudu : God moves faster than Thierry Henry. You should know sister. Beatrice : Goodies and God. Dudu : A deadly strike force. This is from school? Beatrice : Sister says I can stay here if I want to. I can study for free. Dudu, we all could stay. Dudu : I have to get there, B. You know that. Hey, my team. George : You are tougher than a buffalo. Doctor : You have bounced back. Dudu : Hey, doc. I‟m made of Congo rubber. Doctor : You should just have family now. Dudu : They are all family. Doctor : OK. We have stabilized your TB. The fever is gone, but your CD4 counts is very low. You need ARVs soon. But we are stocked out. And the next delivery in three days. So I recommend you sit tight for now. OK? Dudu : Hey, guys, what is with the down smiles? Celeste : She said your CD4 count is low, you need ARVs. You are positive?

Dudu : You know me. I‟m always positive. Fabrice : ARVs? What are ARVs? Celeste : They are for people with HIV/AIDS. They keep you alive. Fabrice : Why didn‟t you tell me? Dudu : Fabby, We had to concentrate on the game. Fabrice : Dudu! This is not a game. It‟s about life and death. Dudu : It‟s much more important than that. Fabrice : I can‟t believe you never told me. Celeste : But he gets medicines here, yes? George : Yeah, but not for three days. Dudu : We will be in the stadium. And the crowd will be roaring like a waterfall. Look, I can get goodies in South Africa. Fabrice : Brother, we don‟t have to do this, just so I can kick a ball in the air. Dudu : Hey wake up. It‟s not about you, it‟s not about me, it‟s about us. We are a team. Africa United. I have come a long way like this. Thirteen years. You can‟t take me off the field now. So, what do we do? The children : Kick it!

(At the border of South Africa)

Soldier : Stop! Police : Four kids travel 3000 miles without papers to get to the world cup. Everyone is going to the world cup. Except me. Even refugees. And you want me to believe this? You invited to be in the world cup? Fabrice : We have a card. Give it to him, Dudu. This is the man who‟s organizing the ceremony. Police : It looks like you found this in a rubbish dump. Get out my office. Dudu : He is special. Police : Get out! Celeste : What is now? Dudu : That was my last ball. No more ingredients. Fabrice what are you doing? Fabrice : My friend wants his ball back. Hey, My friend wants his ball back! Police : Get back to Zimbabwe, boy. Dudu : Fabrice! Fabrice : Come on,man. Get the ball. (Dribbling) Dudu : Show them your silky skills, Fabrice. Yes! Go, fabrice! Police : Hey, kid. Hey! Your friend was not lying. You are special. Dudu : He is special. Call Mr. Baku. You will see. Police : (on the phone) Jonte? Sam. Tell me, do you have a Jean Baptiste or Philippe Bake there? He is running…yes, tell him I have someone here from Africa United at the border. Hey, we are all busy here. What time does the ceremony start? It will just be me and him. OK, thanks, jonte. Come on, kid. The clock‟s ticking. Fabrice : No. it‟s either all of us or none of us. We are a team.

Police : You don‟t look much of a team. Fabrice : Give us a chance to prove it. Dudu : Penalties! What do we do? The children : Kick it! Police : Yes! This is shaped like pears. Come on, shoot the ball. Fabrice : Come on Celeste. Police : Let‟s go before I change my mind. Let‟s go.

(In the Stadium)

Fabrice : Hey, Dudu. Wake up. Dudu : Woowww. Celeste : Come on Dudu. You made it. Dudu : Wow, it‟s so big. George : Soccer city. Celeste : George, look. Fabrice : Hey, He is coming. Dudu : Philippe Baku. Police : I‟m sorry kids. Mr. Baku is busy. Celeste : What? But we came all this way. Police : We are too late. Dudu : That is not how it ends. (unconscious) George : Dudu! Hey, help! Nurse : Let‟s move him up. 1,2,3…let‟s just get the sleeves out. 1,2,3…IV line is up. We are going to drugs you. OK, thanks. Fabrice : Dudu, we made it to the stadium, thanks to you. Celeste : Come on, little boss. George : Be strong brother. Dudu : Hey, you want to know how the story ends? The team carried the ball to the great game. But the kid was not strong enough to kick it. He had to find someone…who was special. He remembered his friend. The best player he ever knew. Gave him the ball. And told him, “Brother, you kick it off.” Mr. Baku : Jean, I really don‟t have time for this. Mr. Jean : Here. This is the special kid I told you about in Kigali. Come. He came all this way Philippe. He showed up. That is a long way to come, is your friend OK? Fabrice : He is our manager. Mr. Baku : And who are you? The children : Africa United. Fabrice : The team for the dream. Mr. Baku : I think you are. Mr. Jean : We can fit him in, correct? Mr. Baku : I think so. Celeste : Are you serious?

Mr. Jane : Come on Philippe, we still have time. We can try. Mr. Baku : Are you ready kid? Fabrice : Did you hear that? We are going to the world cup. Dudu : His friends worked like a smooth harmony, and carried that dream all the way, and the kid was happy. And there was the biggest party the world had ever seen. But the kid heard the voice. It was God telling him, Hey kid, you did good. That is how you make football in Africa.

THE END