AS PORTRAYED
IN BERNHARD SCHLINK’S
THE READER
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Epiphana Ratri
Student Number : 071214122
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
AS PORTRAYED
IN BERNHARD SCHLINK’S
THE READER
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Epiphana Ratri
Student Number : 071214122
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
ii
THE INFERIORITY COMPLEX OF HANNA SCHMITZ
AS PORTRAYED IN
BERNHARD SCHLINK’S
THE READER
By
Epiphana Ratri
Student Number: 071214122
Approved by
Sponsor
iii
THE INFERIORITY COMPLEX OF HANNA SCHMITZ
AS PORTRAYED IN BERNHARD S
CHLINK’S
THE READER
By
Epiphana Ratri
Student Number: 071214122
Defended before the Board of Examiners
on 10 February 2012
and Declared Acceptable
Board of Examiners
Chairperson : C. Tutyandari, S.Pd., M.Pd. _________________
Secretary : Drs. Barli Bram, M.Ed., Ph.D. _________________
Member : Henny Herawati, S.Pd., M.Hum. _________________
Member : C. Tutyandari, S.Pd., M.Pd. _________________
Member : Drs. Barli Bram, M.Ed., Ph.D. _________________
Yogyakarta, 10 February 2012
Faculty of Teachers Training and Education Sanata Dharma University
Dean,
iv
When things go wrong as they sometimes will, When the road you’re trudging seems all up hill, When the funds are low and the debts are high, And you want to smile but you have to sigh, When care is pressing you down a bit, Rest if you must but don’t you quit...
(Chicken Soup for Woman’s Soul)
v
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 10 February 2012
The Writer
Epiphana Ratri
vi
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Epiphana Ratri Nomor Mahasiswa : 071214122
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE INFERIORITY COMPLEX OF HANNA SCHMITZ AS PORTRAYED IN BERNHARD SCHLINK’S
THE READER
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk
menyimpan,mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Yogyakarta, 10 Februari 2012
Yang menyatakan
vii
Ratri, Epiphana. (2012). The Inferiority Complex of Hanna Schmitz as Portrayed in Bernhard Schlink’s The Reader. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education. Faculty of Teachers Training and Education. Sanata Dharma University.
An inferiority feeling occurs in life since people were born. This feeling can accumulate and can be worse if one cannot manage it well. In The Reader, the character Hanna Schmitz deals with this psychological issue which is known as the inferiority complex. She feels inferior for being an illiterate person.
This study is intended to answer three questions of the problem formulation, namely, (1) How are the character traits of Hanna Schmitz described in the story? (2) How is Hanna Schmitz’s inferiority complex described? (3) What are the causes of it concerning with the character traits? The aims of this study are to find out the description of Hanna Schmitz’s character traits. It also aims to discover the description of Hanna Schmitz’s inferiority complex and its causes.
The research method employed in this study was the library research. The approach used was psychological approach. The information supporting the analysis was gained from the novel itself as the primary source and books on literature and psychology, on-line articles and essays as the secondary sources. The theory of literature, theory of character and characterization and theory of personality were applied in answering the first question. The second question is answered by the application of theory of inferiority complex, psychoanalytic theory of personality and theory of existentialism.
Based on the analysis, Hanna Schmitz is portrayed as an illiterate person. She is independent, introvert, insecure, secretive, and antisocial. Hanna withdraws herself from the society that she sees her illiteracy as an intolerable shame. Instead of her inferiority feelings, Hanna behaves as if she is superior, dominant and remorseless as her compensation to conceal the weakness. Hanna experiences the inferiority complex in two ways; inferiority (feeling) complex for her fear of humiliation, and inferiority (symptom) complex which makes her withdraw herself and do a socially unacceptable behavior. Hanna demonstrates the inferiority complex indirectly as shown in her superiority and remorseless behavior. The direct mechanism is shown in her acceptance to the imprisonment and her committing suicide at last. Hanna's failures while striving for the intrinsic needs, for self-concept and self-esteem, for security and for power become the causes of her inferiority complex.
The suggestions for future researchers are to analyze the theme and also the sociocultural aspect of the novel. A set of activities in reading class becomes the suggestion in the implementation of The Reader in the learning activity.
viii
Ratri, Epiphana. (2012). The Inferiority Complex of Hanna Schmitz as Portrayed in Bernhard Schlink’s The Reader. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sanata Dharma.
Perasaan rendah diri mulai tumbuh di dalam diri manusia bahkan sejak dilahirkan. Perasaan rendah diri yang tidak bisa dikelola dengan baik dapat berkembang dan menjadi lebih buruk. Dalam novel The Reader, Hanna Schmitz mengalami masalah psikologi yang dikenal dengan inferiority complex. Hanna Schmitz merasa rendah diri karena latar belakangnya sebagai seorang yang buta aksara.
Studi ini menjawab tiga rumusan masalah, yaitu (1) Bagaimana tokoh Hanna Schmitz digambarkan dalam novel The Reader? (2) Bagaimana inferiority complex yang dialami Hanna Schmitz digambarkan (3) Apa saja penyebab inferiority complex berkenaan dengan karakter yang dimiliki? Terdapat dua tujuan yang hendak dicapai dalam studi ini. Pertama, studi ini bertujuan untuk mengetahui karakteristik Hanna Schmitz. Studi ini juga bertujuan untuk mengetahui inferiority complex yang dialami oleh Hanna Schmitz serta mengetahui penyebab dari inferiority complex tersebut.
Untuk mendapatkan jawaban dalam studi ini digunakan studi pustaka. Pendekatan yang digunakan adalah pendekatan psikologi. Berbagai informasi yang dapat mendukung analisa rumusan masalah tersebut diperoleh dari novel The Reader sebagai sumber primer dan buku-buku tentang kesusasteraan dan psikologi, dan artikel elektronik sebagai sumber sekunder. Teori kesusasteraan, teori watak dan perwatakan, dan teori kepribadian digunakan untuk menjawab rumusan masalah yang pertama. Teori inferiority complex, teori psikoanalitis kepribadian dan teori eksistensialisme digunakan untuk menjawab pertanyaan yang kedua.
ix
harga diri, rasa aman, dan kegagalannya memperoleh kekuasaan menyebabkan inferiority complex yang ia alami.
Peneliti berikutnya dapat menganalisis tema dan aspek sosial-budaya yang terdapat di dalam novel. Serangkaian aktivitas di dalam kelas membaca dapat dijadikan saran bagi penerapan novel The Reader dalam aktivitas belajar.
x
First of all, I would like to convey my first gratitude to my Lord Jesus
Christ and Mother Mary for the unselfish love and blessings. I am so grateful
for the blessings especially in guiding me to write this thesis so that I had spirit
and strength.
My greatest gratitude goes to my advisor, Henny Herawati, S.Pd.,
M.Hum., who had devoted the time to guide me patiently in writing this thesis. I
am deeply grateful for her valuable suggestions and advice during the completion
of this thesis.
I also express my gratitude to all of the teaching staff of the English
Department of Sanata Dharma University for their guidance during my study.
They had given me a lot of useful knowledge and skills. Also to the staff of PBI
secretariat and staff of the university library, I would like to express my gratitude
for their patience of giving me their best services during my study.
I would like to express my deepest gratitude to my beloved parents, Mr.
Sukamto and Mrs. Lucia Sunarti, for their prayer, everlasting love, care and
support which best help me in finishing my thesis. I also thank my beloved son
Matheas Rapha Pradana, for the joy and laughter which give me much strength
and spirit through the hard times. Then my deepest gratitude and huge love, I
would send it to my beloved husband, Albertus Hendra Widhianata, for the
unconditional love and care and for always be there. Also for my big family who
becomes my motivation. Uti Yuni, Mbah Agus, Abang, Anggara, Uyut, thanks
xi
Francisca Indra, Prisca Widyaningrum. We have shared joy and laughter,
tears, love and friendship especially during the making of this thesis. I am
particularly grateful to Asep, Santi, Rina, Ikuk, Lidya for being my sincere
friends.
Next, I would like to send my big gratitude to Umde, Petra, Cemet and
the big family of Konco Kenthel Choir, also the big family of PSM Cantus
Firmus; Mas Mbong, Landri, Wigit, for making my days more bearable. For
Basasistahood family; Na, Kumi, Skubi, Sari, also for the family of Pangoentji;
Romo Sindhu, Mas Antok, Mas Wawan, Pak Pudjo for the encouragement,
support, and joy at hard times. For Oda Arinda and Laurensius Bretya, I am
very grateful to have you for helping me during the completion of this thesis.
My sincere gratitude goes to the big family of class 2007. I thank them for
the unforgettable friendship and memorable great moments. Finally, I wish to
express my sincere gratitude for the persons whose names I cannot mention here
one by one. May God bless them all.
xii
Page
TITLE PAGE... i
APPROVAL PAGE... ii
DEDICATION PAGE…………...……….…... iv
STATEMENT OF WORK’S ORIGINALITY……….……...…… v
PERNYATAAN PERSETUJUAN PUBLIKASI……… vi
ABSTRACT... vii
ABSTRAK... viii
ACKNOWLEDGEMENTS …….……….…...……….….……...…... x
TABLE OF CONTENTS …….……….……….……….……..…...…..… xii
LIST OF APPENDICES ………..…...……… xv
CHAPTER I INTRODUCTION A. Background of the Study ………...…… 1
B. Problem Formulation ………...……… 5
C. Objectives of the Study ………...… 5
D. Benefits of the Study ………...………...………... 6
E. Definition of Terms ………...………...……….. 7
CHAPTER II REVIEW OF RELATED LITERATURE A. Review of Related Theories…………...……...……. 9
1. Theory of Literature...…… 9
a. Psychological Approach... 9
b. Character... 10
c. Characterization... 11
2. Theory of Psychology……....…...………. 13
a. Personality... 13
b. Inferiority Complex... 17
xiii
(b) Inferiority (Symptom) Complex... 18
2) Mechanism... 19
(a) Direct Demonstration... 19
(b) Indirect Demonstration... 20
3) Causes... 21
(a) Striving for Perfection... 22
(b) Striving for Self-Concept and Self-Esteem... 23
(a) Striving for Security... 23
(b) Striving for Power... 24
c. Theory of Existential Psychology... 24
B. Theoretical Framework …….……...…. 27
CHAPTER III METHODOLOGY A. Object of the Study………...… 29
B. Approach of the Study………...…… 31
C. Method of the Study………..…… 32
CHAPTER IV ANALYSIS A. Hanna Schmitz’s Character………...… 34
1. Hanna Schmitz’s Physical Appearance... 35
2. Hanna Schmitz’s Social Traits... 38
3. Hanna Schmitz’s Personality Traits ...… 41
a. Independent……...… 41
b. Domineering and Dominant.……... 42
c. Remorseless …...……... 44
xiv
f. Secretive…………...….. 49
g. Antisocial………...…... 51
B. The Description of Hanna Schmitz’s Inferiority Complex.... 53
1. The Sense of Hanna’s Inferiority Complex ... 53
a. Inferiority (Feeling) Complex... 54
b. Inferiority (Symptom) Complex …...… 54
2. Mechanism ………... 56
a. Indirect Demonstration ………....…...… 56
b. Direct Demonstration ………... 57
3. The Causes of Hanna Schmitz’s Inferiority Complex... 63
a. Striving for Perfection ………...… 64
b. Striving for Self -Concept and Self-Esteem ... 65
c. Striving for Security ………... 67
d. Striving for Power ………... 68
CHAPTER V CONCLUSIONS AND SUGGESTIONS A. Conclusions………...….. 69
B. Suggestions……….……...………..… 72
1. Suggestions to Future Researchers…...…...…… 72
2. Suggestions in the Implementation of The Reader in the Learning Activity……...……...… 72
xv
Page
Appendix 1 Biography of Bernhard Schlink ………...….. 78
Appendix 2 Summary of The Reader ………...….. 81
Appendix 3 Lesson Plan ………...……… 84
1
INTRODUCTION
This chapter consists of five parts, namely background of the study,
problem formulation, objectives of the study, benefits of the study, and definition
of terms. As it is known, background of the study gives the explanation of the
topic of the writer‘s study and gives the reason why it is chosen. The problem
formulation is about the question problems that be analyzed in the analysis. The
objectives of the study give explanation of the purpose of the study, the benefits
of the study define the importance that the study gives for understanding the novel
and for other future studies. The last part is the definition of terms which consists
of some terms related to the study in order to avoid misconception.
A Background of the Study
Living among the society and environment, people exceedingly differ in
their behavior, preferences, and their outlook on life. Every individual is created
differently to bring their own special characteristics. These special characteristics
become the spice of life for the varieties provided. The characteristics which can
be shown by how an individual behaves can be closely related to certain
psychological aspects. Huffman, Vernoy and Vernoy (1997) assert that there are
two kinds of behavior owned by people; innate behavior and learned behavior.
Innate behavior is the one which is formed by instincts or reflexes and triggered
learned behavior is caused by the environmental influences (p. 163). Adler then
maintains that ―in the early years each person develops his own special ‗style of
life‘ from innate and acquired sources which becomes a more or less fixed pattern
that carries throughout life‖ (as stated in Young, 1945, p. 283).
Behavior, as maintained by Aiken (1969), refers to any observable
movement of a human being or animal. The behavior can be known through what
he or she does, thinks, feels or experiences. There is a stereotype that people in a
society demand a good behavior from each member, and the failure of its
expectations will be regarded as an abnormality (p. 2). Nevertheless,
normal-abnormal behavior is qualified due to the influence of culture and the social life.
McConnell (1974) says that normal behavior is a relative matter since it
characterizes most people within a given group. The abnormal behavior is an
extreme deviation from a given average point in terms of defined variable groups.
Consequently, someone‘s abnormality will be punished or ignored, or even
praised, depends on the society‘s interpretations of the value of the behavior and
the toleration had by people (p. 534-536).
Adler states that in relation with human behaviors, every person has
inferiority feelings for the life begins as a completely helpless infant. Children are
afraid of adults since they feel small, incompetent, and helpless. This individual
feeling is developed through some experiences. Someone who experiences
suppression from others tends to develop the pattern of inferiority complex by
contrary, if it is seen positively, positive traits will be born (as stated Huffman et
al., 1997, p, 455).
The events above exist oftentimes in our daily life which one could convey
its value in the medium of literature; that makes the life and the literature cannot
be separated one from another. Literary work itself is known as the work
expressed intellectually in written in any medium. It is the work of a writer which
expresses anything in letters, written and oral, and creates particular feelings
toward a reader. Hudson (1960) also emphasized, ―Literature is the expression of
life through the medium of language. It can be regarded as something essential
since it contains about real life, people, thought, and their feeling about life‖ (p.
10).
Abrams (1981) stated that the reality of human life inspires authors to write
fiction stories presented in its ―complex characters‖, their ―social classes‖ and
―the interactions with other characters‖ (p. 130). Although a fiction is a literary
work which based only on imagination and not necessarily based on fact, we can
see that novels as fiction literary work are able to present the human life‘s
phenomenon.
People have some lacks which can put them in some difficulties in life.
Many people also have inferiority complex which becomes a difficulty for them.
Thus, a literary work may convey the inferiority complex of a character as it is
Schoonderwoerd (1963), there are numbers of novels which portray about any
inferiority complex owned by its character (p. 160).
One of the novels carrying the topic of inferiority complex is The Reader.
This Schlink‘s marvelous masterpiece tells mostly about the story of two lovers
experiencing Oedipus complex in their relationship. There are two main
characters presented here, Michael Berg and Hanna Schmitz. The Reader mostly
tells us how the two characters meet, how the relationship between them is going,
and that in one event they separate one another. Beyond the interesting love story
which is prominent in the novel, here the writer is then more interested in Hanna
Schmitz for her strong and dominating character that can be said controlling the
whole story.
This fiction literary work expresses the condition that any of events happen
in relationship and even in life in general might not succeed because of the
inferiority complex exists in the characters. Hanna, the character who has the
inferiority complex, realizes that she is illiterate and tries to hide her inferiority by
compensating with strong and firm behavior and not letting anybody get into her
life. As it is stated in Personality and Problem of Adjustment by Kimball Young
(1945), it is maintained that personality development is driven by the need to
compensate for feeling of inferiority. Here to conceal her inferiority complex,
Hanna even decides to sacrifices her life to be imprisoned.
From the short explanation above about the interesting points of the novel
The traits are then believed as the factor influencing the inferiority complex
condition had by Hanna Schmitz. The inferiority complex had by Hanna Schmitz
itself then contributes to some critical decisions in Hanna‘s life.
B. Problem Formulation
Based on the background of the study, the writer formulates the problems
of this literary study into the following questions:
1. How are the character traits of Hanna Schmitz, the main character of
Schlink‘s The Reader, portrayed?
2. How is the inferiority complex of Hanna Schmitz described?
3. What are the causes of the inferiority complex described?
C. Objectives of the Study
From this study the objectives of the study can be achieved especially by
answering three problems stated in the problem formulation. Therefore the writer
wants:
1. To find out the character traits of Hanna Schmitz as described in the
Reader.
2. To find out the description of the inferiority complex experienced by
Hanna Schmitz.
3. To find out the causes of Hanna‘s inferiority complex related to her
D. Benefits of the Study
The benefits of this study in general are to deliver a reference toward the
study to The Reader by Bernhard Schlink in the psychological viewpoint. Then,
the readers in general can learn that some aspects in life have roles in forming a
person‘s personality as it can be seen in the character of Hanna Schmitz. This
study also presents the idea of the existence of inferiority complex had by Hanna
Schmitz which can affect how she sees and carries out her life. The phenomenon
of the inferiority complex is presented concerning that some people is still
experiencing or have already experienced the condition of inferiority complex in
their life. Nevertheless, the right way people response to this condition is
significantly understood for diminishing this psychological issue.
Hopefully, this study will help other researchers especially students of
English Language Education who focus on literary work and conduct a study
about inferiority complex and about the Reader itself or as a reference, a
comparative study, etc. in the field of literary criticism in the future. As the
candidates of teachers, we should somehow understand that students may have
this feeling of inferiority for they have different abilities in learning the language.
By knowing this condition, it is believed that this study can give good
contribution to the teachers conducting the teaching learning activities toward
students with inferiority complex condition.
This study tries to provide the description of Hanna Schmitz‘ characters
in supporting the conflicts in this fiction. By this study, the readers of this study
could see how psychological approach especially the inferiority complex could
build a character. Besides, this study may also be helpful in giving information to
others who are talking about inferiority complex or who are in different fields.
E. Definition of Terms
In order to avoid misunderstanding in reading this thesis, some terms are
then should be defined and the meaning of each will be limited.
The term character(s) used in this study as described by Stanton (1965),
concerns with two things. First is someone‘s interests, desires, emotions and
moral principles, and the second is that characters are the individual who exist in a
story (p. 17). Characters in this study refer to what Stanton stated, the combination
of interest, desires, emotions, and moral principles which create distinctive
features of people. In other words, characters refer to the character‘s traits. The
character traits of Hanna Schmitz are then believed to be the factors which affect
her inferiority complex and her motivation in making important decisions in her
life.
Inferiority complex, according to Adler (1956), is defined into two
senses, first is ―abnormally increased inferiority feelings‖ and the second is ―the
means by which an individual explains to himself or herself and others that he or
she is not strong enough to solve a given problem in a socially useful way‖ (para.
feelings of inferiority developed from early childhood experiences of helplessness
and incompetence (p. 455). In this study, the term inferiority complex studies the
first sense that Hanna has abnormally increased inferiority feelings due to the
illiteracy she has.
In the second sense, Hanna Schmitz explains to herself and others that she
is not strong enough to solve a given problem in a socially useful way. Here, in
The Reader by Bernard Schlink, Hanna Schmitz is presented as a strong, firm
woman who defenselessly accepts to be sentenced to life in prison. The shame
that she is illiterate forces her to choose spending her whole life in the prison
9
REVIEW OF RELATED LITERATURE
This section consists of the review of related theories and the theoretical
framework. In the review of related theories, the writer discusses the theories of
literature which are the theory of critical approach, theory of character, and the
theory of characterization. The second is the theory of psychology which has
theory of personality, theory of inferiority complex, and the theory of existential
psychology in it. Those theories are then supporting the writer‘s analysis.
A. Review of Related Theories
1. Theory of Literature
In this part, the writer presents the theory of critical approach in literary
works, the theory of characters and characterization. The explanation of the
theories is as follows
a. Psychological Approach
In order to observe and understand the works of literature well, a method is
needed to analyze it. Critical approach to literature requires an understanding of
its nature, function, and positive values (Rohrberger & Woods, 1971, p. 3). They
explain critical approach to ―put readers in a position to receive some of the
positive aesthetic values, you provide the means where by readers can understand
According to Rohrberger and Woods (1971) there are five kinds of critical
approach. There are the formalist approach, the biographical approach, the
sociocultural-historical approach, the mythopoeic approach and the last is the
psychological approach (pp. 1-15).
The branch of the critical approach which is mostly used to analyze the
study here is the psychological approach. Here then is the explanation by
Rohrberger and Woods (1971), Psychological Approach is an approach that
concerns ―the efforts to locate and demonstrate certain recurrent patterns‖ (p. 15).
It involves the theory of psychology to understand literary works.
In addition, Guerin, Labor, Morgan, and Willingham (1979) also propose
that psychological approach provides us a work‘s ―thematic‖ and ―symbolic‖
mysteries. This approach helps us to understand and to clarify the lines stated in
the literary work (p. 121). The concern of this approach is the analyses ―motives
underlying human behavior‖ (p. 155). Nonetheless, this approach has its
limitation to the aesthetic inadequacy and it neglects the appreciation of the
literary work (p. 121).
By using this approach, the writer tries to find out and to interpret the
meaning of each line stated the novel. Here also the analysis of the character is
believed to be revealed and understood by the psychological approach.
b. Character
In order to explain who and how the character is emerging in a novel, we
ways. The first way describes a character as ―a literary genre: a short, and usually
witty, sketch in a prose of a distinctive type of person‖ (p. 20). Second, he
explains the characters as ―the persons, in a dramatic or narrative work, endowed
with moral and dispositional qualities that are expressed in what they say, the
dialogue, and what-they do - action‖ (p. 21). From the explanation above we can
conclude that characters are the people with all their features presented in a story.
In addition, in 1965, Stanton gives two ways to define a character, it has
the same idea as Abrams. The first is about ―how many characters are there,‖
characters are the ―individuals‖ becoming apparent in a story. The second is that a
character is a ―mixture of interest, desires, emotions, and moral principal that
makes up each of the individuals‖ and that deals with ―how are the characters
defined‖ (p. 17). Henkle (1977) classifies characters as major and minor
characters. Major characters are the focus from the beginning until the end of the
story because they are the most ―important‖ and ―complex‖ persons there, also in
order to convey the ―human qualities‖ and the understanding of ―human themes‖
to the readers, in consequence, they deserve the fullest attention. Minor characters
on the other hands, present limited function and their roles are less important than
the major characters (pp. 87-97).
c. Characterization
Readers have to understand the character traits and the motivation of the
characters properly, as it is intended by the author. However, there is no author
to help the readers visualize and understand each character. Beaty (1984) states
that we can analyze a character through the way the character ―looks‖, ―speaks‖,
―thinks‖, ―does‖, and what ―other people say‖ about the character (p. 23).
Murphy (1972) proposes almost the same several ways in which an author
undertakes his characters understandable to the readers, there are personal
description, character as seen by another, speech, past life, conversation of others,
reaction, and direct comment, thought and mannerism (p. 162-173).
An author uses personal description to present the character through the
physical appearance, such as the face, hair, skin color, and the clothes of the
character. It is intended to show the character‘s individual aspects and specific
appearance for the vivid image toward the readers.
The author can also apply the method in which the character seen by
another. Here, the way to describe a character can be seen through the opinion and
from the perception of another.
What the character says, the way he/she speaks or talks to another
characters, or says about his/her ideas can also be delivered by the author as the
clues to a person‘s character.
The author may also give a hint by giving some events through a person‘s
past life to shape his or her character in the story. It can be seen through the direct
comment by the author, through the conversation of the characters, through the
The readers can also guess what kind of person the character is from the
other people‘s conversations and anything they say about the character. This is an
easy way to determine the character of a person in the novel.
The readers can be given the clue of how the character is by knowing ―how
the person reacts to various situations and events‖ (p. 168). Here readers can see
the quality of a character in dealing with conflicts or problems arise.
The author can describe or comment on person‘s character directly, he will
direct his opinion about a character in the story itself. A direct knowledge of what
a person is thinking about, which is called thoughts, can also be the clue to
understand one‘s character. What in the person‘s mind and what he feels reflect
on the character.
Then the last is the mannerism. A person‘s habit in the novel and his
eccentricity could reveal the character of a person delivered by the author.
2. Theory of Psychology
In this part the writer presents the theory of psychology in which the theory
of inferiority complex is discussed. To support the observation of the character,
theory of personality and the theory of existential psychology which are believed
to help much then also discussed. The explanation is stated below.
a. Personality
Personality according to Kalish (1973) refers to ―the total individual and
qualities, self-concepts, role behaviors, attitudes, values, and abilities‖ (p. 52). For
personality is dynamic, he defined further that personality is ―the changing and
interacting organization of typical qualities into a whole that leads a man to
behave as he does and that makes him different from other people‖ (p. 53).
In the explanation of the theory of personality by Cloninger (2004) it is
stated that personality may have the greatest importance (here known as the
underlying causes) for a person or individual to ―behave‖ and ―experience‖ some
series of the life (p. 3).
Some psychologists do not agree with the same underlying causes, so there
are three fundamental questions which would have various answers.
Personality description it considers the ways in which we should characterize an individual. Should we describe personality traits by comparing people with one another or use some other strategy, such as studying an individual? What terms, beyond those offered in everyday language, should be used to describe people? Something; it involves the biological, emotional, social, and cognitive forces that activate behavior (p. 3).
That was the first fundamental questions. The second fundamental question
according to Cloninger is ―how personality dynamics are then could be
understood‖ (p. 3). People should adjust to the situations of their life, then how to
do with that, and how culture and their own cognitive processes might influence
them.
The third fundamental question stated by Cloninger is,
The three fundamental questions above play a big role that every theory has
consideration of them. There also some theories of psychology in which
personality can be revealed. Psychoanalytic theory of personality can explain
better to reveal the personality of Hanna Schmitz.
Psychoanalytic Theory of Personality, as proposed by Horney (1997),
attempts to ―explain individual differences by examining how unconscious mental
forces interplay with thoughts, feelings, and behavior‖ (p. 448). According to
Horney (1967), difficulties do not arise from ―conflicts between ego, id, and
superego, but from conflicts between a person and his environment‖ (p. 121). It is
also added that ―environment which is not secure or not safe for a person will
make him develop a basic anxiety, from which he will try to protect himself by
various defenses. Such a person may behave in three ways: move toward others
and become over-compliant, against them in hostile aggressiveness, or away from
them in withdrawal and isolation‖ (p. 122). Here psychoanalytic theory presents
the neurotic needs as Nordby and Hall define
As a consequence of this basic anxiety, the individual develops various strategies to deal with his anxiety feelings. Some of these strategies may become such strong characteristics of the personality that they become needs. She calls these neurotic needs because they are not rational solutions (as stated in Horney, 1974, p. 82)
Realizing or not, an individual has neurotic needs that influence his
motivation preceding any actions or attitudes he makes, these needs are fulfilled
meaning to life. Here below are of seven neurotic needs proposed by Horney
(1974) which can be helpful to this study.
The first is neurotic need for affection and approval, this need concerns
about the need of having good opinion from others about one. Here the person has
the necessities to ―please others‖ and to ―live up to their expectations‖, and he is
very sensitive to ―rejection‖ or ―feelings of unfriendliness‖ (p. 82).
The second is the need to restrict one‘s life within a narrow border. Here
the person demands very little of life and prefers to live inconspicuously as
possible. He tends to stand apart from others and enjoy his life in modest manner
that is why he is careful not to draw attention to himself (p. 83). This need can be
related to introvert-extrovert personality types.
The third neurotic need is the need for self-sufficiency and independence.
The person who has this kind of neurotic need refuses to become attached to
anyone, he then becomes a recluse or a ―loner‖. It is caused by disappointment of
finding satisfying relationship, this need should be balanced with the need for a
partner, and the imbalance of this need will arise inner conflict (para. 83).
The fourth, and here becomes the last neurotic need in this study is the
neurotic need for perfection and unassailability. Here the person with this neurotic
need has the tendency to be a perfectionist because the fear to make mistakes and
to be criticized. He will search for the weaknesses within himself so that he can
Psychoanalytic theory of personality becomes an important instrument for
analyzing the personality of Hanna Schmitz from the psychological approach
point of view.
b. Inferiority Complex
This part concerns with the senses of inferiority complex, the mechanism,
and the causes of inferiority complex. The senses of inferiority complex are going
to be described in two points; inferiority (feeling) complex and inferiority
(symptom) complex which both are proposed by Alfred Adler. The mechanism of
inferiority complex discusses the direct and indirect demonstrations. The causes
of inferiority complex cope with the failure in striving for the intrinsic necessities
of life, striving for self-concept and self-esteem, striving for security, and striving
for power.
1) Senses
The senses of Inferiority Complex applied by the writer in this study are
the theories taken from An Individual Psychology Theory of Personality by Adler
(1956). He divides the two senses as inferiority (feeling) complex and inferiority
(symptom) complex; these senses are described based on how the inferiority
complex can be seen (pp. 256-258).
(a) Inferiority (Feeling) Complex
As has been said earlier, an inferiority (feeling) complex is the
―abnormally‖ increased inferiority feeling. The disease of abnormally increased
proposes that a personality theory could not be exclusively based on the concept
of organ inferiority. The psychological feelings of inferiority are then to be
focused on (p. 478).
It is also explained by Adler (1981) that a person is indicated to experience
an inferiority (feeling) complex when he or she tries to hypnotize himself or
herself, or auto intoxicate himself or herself into feeling superior. This involves ―a
tendency to exaggerate one‘s physical, intellectual or social skills‖ (p. 79). For the
moment, his or her feeling of inferiority will accumulate because the situation
remains the same (p. 257). In this situation, he or she will be drawn farther into
―self-deception‖.
(b) Inferiority (Symptom) Complex
The inferiority (symptom) complex is described by the attitude of an
individual who, by this complex, expresses that he is not in the ―position to solve
an existing problem‖. An individual presents to himself or herself and others that
he or she is not strong enough to solve a given problem in a ―socially useful way‖
(p. 258). The inferiority feelings become a pathological condition for the
inadequacy overwhelms the individual. The individual cannot stimulate himself to
useful activity which then leads to depression. Inferiority symptom complex is a
dead-end for any development.
The inferiority complex as a symptom is the one understood as Adler said
which normally incites an individual to achieve future successful development (p. 258-259).
According to Adler, when the growth process faces ―stagnation‖, a person
may fall to an inferiority complex as a ―victim‖. He states that in this case, the felt
minus situation is too powerful to be overcome and the person accepts an
exaggerated sense of inferiority as an accurate self-description. All neurotics have
an inferiority complex, even noneurotic people have inferiority feelings; but only
in their exaggerated form, when they overwhelm attempts to move to the felt plus
and stagnant growth, are they called a complex (as cited in Cloninger, 2004, p.
108).
In addition, inferiority (symptom) complex, according to Allport (1937) in
his Personality: A Psychological Interpretation, is defined as
The strong and persistent tension arising from a somewhat morbid emotional attitude toward one's failure to effect a satisfactory direct adjustment to his environment, owing to some felt-deficiency in his personal equipment (p. 174).
2) Mechanism
A person demonstrates his or her inferiority complex existence by two
manners, direct and indirect demonstration.
(a) Direct Demonstration
Adler explains that the direct demonstration is shown when people with
inferiority complex compensate their feelings directly. This compensation is the
effort to the effect or the overcome of personal weaknesses. Husband (1947),
background, refusing to try to do any action, and deprecating himself (p. 266).
Morris (1990) also states that they tend to avoid conflicts, when they are
confronted with undesired or threatening events, they will try to escape (p. 497).
(b) Indirect Demonstration
The second is the indirect demonstration, Husband (1947) explains that
when someone admit that he or she has unbearable inferiority , he or she will act
as if he or she is superior (p. 261). Regardless of the circumstances which raise
the inferiority feelings, Adler (1956) adds that a person may react by
overcompensating and developing a ―superiority complex‖ to cover the inferiority
complex they suffered from. They have vanity of their personal appearance,
different behavior toward their personal gender, arrogance, exuberant emotion,
snobbishness, boastfulness, and a tyrannical nature.
It can also become visible in the exaggerated demands one makes on oneself and on other persons. Disdain: vanity in connection with personal appearance, whether in the way of elegance or neglect, an unfashionable mode of attire; exaggerated masculine conduct in women or feminine behavior in men; arrogance; exuberant emotion; snobbishness; boastfulness; a tyrannical nature; inordinate hero-worship (p. 261).
Accordingly, the person possesses a superiority complex as the indirect
demonstration tends to be ―arrogant, vain, egocentric, and sarcastic‖ (p. 79). One
gets impression that this individual has so little self-acceptance (i.e. such a low
opinion of himself or herself) that only by ―putting down‖ others can he or she
feel important (p. 79). The superiority complex as maintained by Adler (1956)
usually can also be visible ―in the exaggerated demand one makes on oneself and
3) Causes
Inferiority complex, as it is stated by Adler (1956), can be caused by the
fulfillment failure of striving toward superiority. Adler defines that inferiority
complex as feelings of inferiority are developed by the early childhood of an
individual, and these deal with helplessness and incompetence (as stated in
Huffman, 1997, p. 455). Cloninger (2004) also says that an inferiority complex
describes being overcome by a feeling of lack of worth, her statement above has
the same idea proposed by Adler (p. 106). Adler‘s individual psychoanalytic
theory describes a person struggling from feelings of inferiority toward something
better and emphasizes the movement from a felt minus to a felt plus.
Erikson (1959) also admits that industry and inferiority started on the
school age. It is the remainder of childhood until puberty. The negative pole is the
inferiority. If a child cannot produce an acceptable product or fails to obtain
recognition for it, a sense of inferiority prevails (p. 86). Another explanation from
Stein and Edwards (1998) is that the exaggerated sense of inferiority may result
from physical handicaps, family dynamics, or societal influences that are
overwhelming (as cited in Cloninger, 2004, p. 108).
Adler‘s further explanation about superiority is that it lies on specific goal
points which are related to some needs. The needs then concern with the striving
for perfection, striving for self-concept and self-esteem, striving for security and
(a) Striving for Perfection
Adler says that the basic human motivation is to strive ―from a felt minus
situation towards a plus situation, from a feeling of inferiority towards superiority,
perfection, totality‖ (as stated in Cloninger, 2004, p. 106). Striving for perfection
as the cause of inferiority complex is related to two main subjects; striving for
physical growth and for the intrinsic necessities of life itself. The first cause,
striving for physical growth perfection deals with physical deformity. Adler
(1956), states that when children were born with deformity, the inferiority feelings
develop much more than normal children. They need greater efforts to
compensate their lacks. They even are attacked much more by the difficulties of
life which then make them become selfish, inconsiderate, lacking in social
interest, courage, and self-confidence (p. 118).
The second is striving for intrinsic necessities of life which here can be
divided further into the self-actualization needs and the belonging and love needs.
According to Huffman (1997) the self-actualization needs are the ―inborn drives‖
to develop someone‘s talent and capacities (p. 463). The finding of self
-fulfillment and the realization of someone‘s potential are the reference of the
needs.
Concerning with the belonging and love needs, Adler (1956), states that
the abnormal inferiority feelings often appear in hated children who are unwanted.
difficult to win them and to develop social interest and courage to do useful work (p. 118).
An unfavorable environment can also cause the abnormally increased
feelings. They have high degree of lacks in social interest, courage, and
self-confidence and developed towards someone or something which they live with,
like parasites.
(b) Striving for Self-Concept and Self-Esteem
Self-concept according to Rogers is all the information and beliefs about
someone‘s nature, qualities, and behavior. Any incongruence or disparity between
self-concept and actual life experiences develop poor mental health and
maladjustment; hence, the actual experience should be harmonized with the
self-concept (as stated in Huffman et al., 1997, p. 462).
Rogers also explains that self-esteem is about how good or even bad we
see and feel about ourselves; this results from the children‘s early childhood
experiences with parents and other adults, they learn that their acceptance is
dependent on certain behaviors and certain feelings by the environment. When
they feel the affection and love are conditional, they will show the negative
impulses and feelings which then self-esteem becomes distorted (p. 462).
(c) Striving for Security
As stated by Adler (1956) the self-esteem safeguarding tendency is the one
originates the feeling of insecurity. The safeguarding tendency emerges when one
disparagement and disgrace (p. 109). Morris (1990) also agrees with Maslow‘s
idea that the striving for security deals with the desire to live comfortably in the
milieu (p. 431).
(d) Striving for Power
The fear of losing self-esteem drives people to strive for power. According
to Adler, the power is needed to gain enormous authority and represent all
psychological forces into its direction. The safeguarding tendency sets the final
purpose in which psychological readiness for the purpose of further safeguarding
is originated (p. 111). Morris (1990) also states that the need of power can be
defined as the need to win recognition or to influence or control other people or
group (p. 428). The failure in these striving results the feeling of inferiority.
c. Theory of Existential Psychology
This theory presents the reflection of an individual, to understand how an
individual aware of his existence, influence and way of perceiving and
interpreting the world. Here this theory is used as an instrument to analyze
Hanna‘s existence that contributes to the factors related to her inferiority complex.
The primal elements of human existence according to Frankl (1973) is
being conscious and being responsible (p. 63). Frankl (1963) also proposes a
theory called logotherapy which emphasizes on the confrontation and
reorientation between an individual and the meaning of his life (p. 153).
According to this theory, the meaning of life can be discovered in three ways: by
According to Magill (1996) existentialism is a ―viewpoint emphasizing
concern with human existence and situation in the world; it gives meaning to life
through the free choice of mature values and commitment to responsible goals‖
(p. 1484). Whereas Nordby and Hall (1974) define existential psychology as ―an
empirical science of human existence which employs the method of
phenomenological analysis‖ (p. 23). The phenomenal analysis itself is used to
describe ―the contents of immediate awareness, what is going on in a person‘s
mind right now. The basic tenet of existential psychology is that man is free to be
what he wants to be, therefore, he alone is responsible for his own existence‖ (pp.
23-24). The phenomena of existence are constituted by the disclosures that the
world is disclosed in the individual, and the individual discloses the world.
―Nothing lies behind these phenomena; they are neither cause nor effect, nor are
they subject and object, they are the whole reality of human existence‖ (p. 25).
Instead of causality, the existential psychology believes in motivation, that is why
motivation becomes operative principles in analyzing existential behavior.
According to Boss, ―there are two primary dimensions of being-in-the-world,
these are spatiality and temporality‖ (as cited in Nordby and Hall, 1974, p. 25).
Spatiality means the ―closeness‖ or ―remoteness‖ which a person is ―in
-the-world‖. Temporality here refers to the ―unfolding the world‖. This ―unfolding‖
takes place in ―time‖, so that a person always has ―a past, a present, and a future‖
(p. 25). One of the elements of being-in-the-world is ―nothingness‖; ―it is the
lose one‘s being, to become nothing. The extent to which possibilities of existence
fall short of fulfillment is the extent to which nonbeing has taken overbeing‖
(p.27).
Sartre‘s states that man is the source of nothingness, ―Nothingness comes
into the world through human freedom, a freedom which is fraught with anguish‖
(as cited in Muzairi, 2002, p. 138). Man as source of nothingness is seen from the
tendency of self-deception or bad faith and fear, the self-deception in relation with
freedom and fear is ―a lie to oneself within the unity of a single consciousness.
Through a bad faith a person seeks to escape the responsible freedom of
being-for-itself‖ (as cited in Muzairi, 2002, p. 138).
May further explains that existential psychology believes that non-being or
nothingness is inseparable with being. Man in fact might not exist, or the fact that
death will arrive at some unknown moment in the future is also need to be
understood
Without this awareness of non-being –that is the awareness of the threats to one‘s being in death, anxiety, and the less dramatic but persistent threats of loss of potentialities in conformism- existence is vapid, unreal, and characterized by lack of concrete self awareness. (as cited in Chiang, 1969, p. 70)
Death is then of course the most obvious form of non-being,
existence and what I do each hour an absolute quality (as cited in Chiang, 1969, p. 72).
May utters that ―existential psychologists emphasize the universe struggle
to find meaning in life, to live by moral standard, and to come to an understanding
of suffering and death‖ (as cited in Chiang, 1969, p. 1090).
Existential psychology related to this study is helpful for it tries to explore
Hanna Schmitz‘ awareness, what is going on in her mind and what is the meaning
of being-in-the-world to her. Hanna Schmitz is a character who is responsible for
her own existence and how it affects the state of her inferiority complex is being
questioned in this study.
B. Theoretical Framework
Here, the use and function of the approach and theories stated above in
completing this study will be discussed briefly. There are four major theories,
namely the theory of character and characterization, psychoanalytic theory of
personality, theory of inferiority complex, and the theory of existential
psychology.
The first issue is about how the character of Hanna Schmitz is portrayed in
the story. The theories used to answer the question are the theory of character and
characterization and the theory of personality. The theory of character functions to
describe several ways in knowing a character. The theory of characterization
functions to categorize the character, here how is Hanna Schmitz categorized. The
the writer uses the theory of character and characterization by Rohrberger and
Woods, Abrams and Murphy, also the theory of personality by Horney.
The second issue concerns in Hanna's inferiority complex and its causes as
seen in The Reader. In figuring out the answer, the theory of inferiority complex
by Alfred Adler is the most theory employed. It gives further description about the
things related to the cause of Hanna's inferiority complex. It will be easier for the
readers to comprehend this study deeply as well.
Psychoanalytic theory of personality by Horney and the theory of
existential psychology by Frankl, Nordby and Hall, and Magill are also employed
to support the analysis of the description of Hanna's inferiority complex.
Psychoanalytic theory of personality tries to understand Hanna's inferiority
complex concerning with the way she presents herself to the world. Existential
psychology related to this study is helpful for it tries to explore Hanna Schmitz‘
awareness, what is going on in her mind and what is the meaning of
being-in-the-world to her. Other theories also support the writer for having a deeper analysis on
29
METHODOLOGY
There are three parts to be discussed in this chapter. The first is the object
of the study that is going to be discussed. The second is the approach of the study,
the theory used to analyze the study. The third is method of the study as the steps
taken in analyzing the novel and how the approaches were applied to answer the
questions formulated in the problem formulation.
A. Object of the Study
In this study, the writer analyzes Bernhard Schlink‘s The Reader. It was
written in 1997. It consists of 218 pages and is divided into 3 parts. The first part
consist of 17 chapters which tell about the romance of the two main characters.
Part two consists of also 17 chapters which narrate about the trial that convict
Hanna, the main character, guilty for an holocaust. There are 12 chapters in the
last part, relating to the ―re-connection‖ of the two main characters. The New York
Times reviewed The Reader: ―Arresting, philosophically elegant, morally
complex.... Marvelous‖, also ―Moving, suggestive and ultimately hopeful...
Speaks straight to the heart‖.
The novel begins with the first part when the male main character,
fifteen-year-old Michael Berg accidentally meets and helped by the female main
character, thirty-six-year-old Hanna Schmitz, in his way home being ill in a West
taken, we would know that the people living there is the second generation of
Nazi regime. Hanna is a streetcar conductor in Neustadt, and Michael Berg is a
student. After a couple of Michael‘s visit to Hanna‘s apartment, they are finally
trapped in lust. Here in their relationship the peculiarity emerges, Hanna is fond of
having Michael reading aloud to her when they are having sex, especially
classical literature. Even though they have physical closeness, they emotionally
have distance from one another. Moreover, Hanna abuses Michael physically and
verbally for couples of times. After months of affair, Hanna suddenly leaves
Michael without a trace. Hanna‘s departure makes believe that there must be
something wrong he did and make her leave. The second part jumps into year
1966 and it is about a trial where Hanna and Michael ―re-connect‖. Seven years
after Hanna‘s departure, she becomes an SS guard at Auschwitz, Michael attends
law school and at that time observing a war crimes trial where Hanna becomes
one of the defendants. That is the first meeting of them after being separated for
years. Hanna and the other SS guards of Auschwitz are accused for a holocaust of
300 Jewish women in a fire in the concentration camp. Here in the trial, the secret
that Hanna keeps finally revealed – she is illiterate. The trial ends with the
conviction that Hanna is sentenced to life in prison. The third part concerns with
the story of Hanna‘s imprisonment. Hanna keeps receiving audio tapes from
Michael, he records his reading aloud of books and send it to her without any
other way of communicating with Hanna. Hanna then teaches herself to read and
in the text. After eighteen years in prison, Hanna is then about to be released and
in the other side. Michael agrees to find her place to stay and work to do, but on
the day of her release in year 1988 she commits suicide.
The Reader studies the elements of relationships and social and mental
behaviors of the two main characters. Some are unsolvable conflicts, some forms
of Oedipus complex, and inferiority complex which lead Hanna Schmitz to do
socially unacceptable behaviors.
This study attempts to reveal the inferiority complex of Hannah Schmitz.
Since the Reader is a first-person-point-of-view novel, here the writer analyzes the
answers from the expositions told by Michael Berg, the first main character.
B. Approach of the Study
Since in analyzing the novel this study is closely related to the theory of
psychology, the writer employed the psychological approach, which in this case
the theory of inferiority complex is mostly employed. As it is stated by
Rohrberger and Woods (1971) that ―the knowledge of psychology ground is
extremely important in order to understand some literary works‖ (p. 12), it is
believed that Hanna‘s inferiority complex then can be revealed by using the
C. Method of the Study
The writer carried out some steps in conducting the objectives of this
study. First of all, the writer read and re-read the novel in order to gain some
profound impressions and a better understanding of the content of the story. The
first reading, the writer tried to understand the story, and in the next readings the
writer focused and took notes on the character who experiences inferiority
complex and how it builds the character and the story.
Second, the writer collected references consisting of any related
information about literature and its elements and also some background
information related to them. Besides, the writer also collected the information that
the writer found and noted it down. The writer collected the information and
selected it and then decided which one that can contribute and support the
analysis.
Then the third, after collecting the sources, the writer took and arranged
some notes on the important information and quoted important points. Here some
notes concerning to psychological terms and definition, especially about
inferiority complex were made. Some other theories were then really supportive to
collect the evidences.
Finally, the writer classified the evidences and put them into the right parts
to find out how the inferiority complex's theory and other supportive theories
her analysis together with some suggestions for future researchers and for
CHAPTER IV
ANALYSIS
This part mainly concerns the answers from the questions of the problem in
chapter one; the characters of Hanna Schmitz, the analysis of the inferiority
complex, and the cause of Hanna Schmitz‘s inferiority complex related to her
character traits influence as seen in Bernhard Schlink‘s The Reader. Yet, to have a
deeper understanding, the discussion is divided into two parts. The first part
concerns the characters of Hanna Schmitz. Meanwhile, the second part is Hanna
Schmitz‘s inferiority complex analysis, also the cause of Hanna Schmitz‘s
inferiority complex related to her character traits influence.
A. Hanna Schmitz’s Character Traits
Hanna Schmitz is a fiction character inhabiting The Reader by Bernhard
Schlink. Describing Hanna‘s characters is important to lead the analysis of her
personality and self-concept concerning her inferiority complex. As it is stated in
chapter two, a character can be revealed in many ways, theories of character and
characterization and theory of personality are then employed.
This study intends to reveal who Hanna is through her character and
characterization as presented in the novel both directly and indirectly. In order to
understand Hanna‘s characters, the writer uses the ways of characterization as
past life, conversation of others, reaction, and direct comment, thought and
mannerism (p. 162-173). The theory of personality which considers the ways to
characterize an individual; such as studying the individual using the emotional,
social, and cognitive forces that activate behavior (p. 3), as Cloninger proposes
will then be implemented to help understand Hanna‘s characters.
To have a distinct discussion of Hanna Schmitz‘s characters, there will be three
sections of discussion. First is Hanna Schmitz‘s physical appearance, second is
Hanna Schmitz‘s social environment and social life, and the last is her personality
traits.
1. Hanna Schmitz’s Physical Appearance
According to Murphy, an author may portray a person‘s character by her
appearances. The details of the character‘s physical appearance, such as her face,
skin, body, hair and clothes can be informed (p. 161). Hanna Schmitz‘s physical
appearance is only exposed in the beginning of the story when Hanna is still
young and at the last part of the novel at her elderly age. Schlink as the author of
The Reader illustrates the characters of Hanna Schmitz through character as seen
by another and it is found that Hanna is an attractive woman.
According to Michael Berg, the male main character in the novel, Hanna is
still 36 years old when they meet each other (p. 39) which is also defined further
on the third part of the novel, ―Yes, she was born on October 21, 1922, near
Hermannstadt,...‖ (p. 95). The thirty-six-year-old Hanna Schmitz‘s facial
